Resources

Search Results

93 results.

TIES Distance Learning #23: Pivoting Between Paraprofessional Support in Inclusive Schools and Distance Learning
Paraprofessionals are central to the success of educating students with disabilities in general education contexts, especially students with significant cognitive disabilities. Distance learning is pushing the field to consider how paraprofessionals can fulfill their roles in new and creative ways, particularly with the use of technology. Apply the Learning Components framework to clarify paraprofessional roles and how they can be carried out whether instruction is in-school or during distance learning.
Helping Your Child with Academics
This video addresses ways for parents to help their school-age child with a significant cognitive disability with academics when the child is learning at home.
Helping Your Child with Communication at Home
This video describes ways for parents to enhance existing communication skills for their school-age child with a significant cognitive disability when the child is learning at home.
Helping Your Child with Routines at Home
This video describes ways that parents of school-age children with significant cognitive disabilities can develop home routines that support learning and behavior when the child is at home.
Helping Your Child with the Foundations of Communication at Home
This video describes ways for parents to support emerging communication skills for their school-age child with a significant cognitive disability when the child is learning at home.
Lessons for All: The 5-15-45 Tool
This tool will help you go from a borrowed, bought, or mandated lesson to a more inclusive lesson for all.
TIES Distance Learning #22: Grading Considerations for Inclusive Classrooms in an Online Environment
Grading students with significant cognitive disabilities through distance learning requires carefulthought into what grades really mean and how to quantify student learning in a way that isenriching for all students.
TIES Distance Learning #21: Distance Learning and Deafblindness: Learning from Parents
Looking for inspiration to help you with the new academic year? In this DL post, we highlight the voices of parents of children with deafblindness. Check out collective wisdom on how to be more proactive and inclusive in distance learning.
TIES Brief 5: The General Education Curriculum–Not an Alternate Curriculum!
TIES Brief 4: Providing Meaningful General Education Curriculum Access to Students with Significant Cognitive Disabilities
Tip #10: The Use of Graphic Organizers in Inclusive Classrooms for Students with Significant Cognitive Disabilities
Classroom teachers have used graphic organizers for years to help students gather, sift through, organize, and share information.
Building Capacity through Support and Accountability
Effective and inclusive districts build capacity for high-quality instruction, equitable community engagement, professional teaming, and productive decision-making.
DL #16 Increasing Opportunities to Respond and Provide Feedback to Students with Significant Cognitive Disabilities in Inclusive Online Environments
Prioritizing Teaching and Learning
The central mission of schools and districts is teaching and learning. In effective systems, all participants are learners--both the students and the adults.
Sustaining a Culture of Openness and Inquiry
Districts need to shape their organizational cultures in ways that make those cultures collaborative, caring, ethical, equitable, and amendale to positive change. Building a collaborative culture that values the contributions of all members and is open to self-reflection and learning is key to the development of sustainable, inclusive systems.
System Wide Learning
For a district to build an effective and inclusive system, it must adopt and sustain system-wide learning practices grounded in effective data use.
DL #18: Preparing for the First Week of School
DL #19: The First Days of School
Inclusive Instructional and Organizational Leadership
Sustainable, inclusive education systems for students with significant cognitive disabilities do not stand alone. Districts must focus on building inclusive education systems for all students…systems that embrace all students for the benefit of all.
Tip #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms Article