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TIP #6: Using the Least Dangerous Assumption in Educational Decisions
The least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions that, if incorrect, will have the least dangerous effect on the student outcomes and learning. This multi-media TIP outlines ways to make sound educational decisions for students with the most significant cognitive disabilities. This TIP also includes an example, as well as implementation strategies and learning activities.
TIP #2: Using Collaborative Teams to Support Students with Significant Communication Needs in Inclusive Classrooms
This TIP outlines how to employ collaborative teams to support students with significant communication needs in inclusive classrooms. Collaborative teams will require additional planning for general and special education teachers as well as related service providers.
TIP #1: How Peers Can Support AAC Use by Students with Significant Communication Needs
This multi-media TIP describes how educators can encourage peers to use (Augmentative and Alternative Communication (AAC) with students with significant cognitive disabilities who also have complex communication needs. Embedding simple, evidence-based strategies that involve peers will serve to increase success in inclusive settings for these students.
Communicative Competence in the Inclusive Setting-A Review of the Literature
This report presents findings from a literature review that was conducted to identify evidenced-based approaches to supporting the development of communicative competence for K-8 students in inclusive educational settings. Specifically, the review examined whether communication programming employing augmentative and alternative communication (AAC) is being successfully used in inclusive elementary and middle school settings, and what elements of the communication program are most likely to affect students’ communicative competence.
Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities-A Review of the Literature (Report #102)
This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant cognitive disabilities in inclusive general education settings, as well as increase and sustain opportunities for these students to learn core academic standards-based curriculum through the implementation of inclusive education practices. The report concludes with the identification of several components associated with effective and sustainable systemic change efforts related to the implementation of inclusive practices.
Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting!
This brief discusses the characteristics of students with the most significant cognitive disabilities, least restrictive environment, legal provisions, and next steps for parents.
A Family’s Journey of Inclusion | Impact | Winter 2018/19 Volume 31, Number 2
A parent describes how her son was included in his private school setting, how the school and family worked together, and the impact it’s had on her son and the school-wide community. In a companion piece, “I Have Great Friends,” her son describes his experiences.
Achievement for All: Henderson K-12 Inclusion School | Impact | Winter 2018/19 Volume 31, Number 2
The principal of Henderson K-12 Inclusion School explains how Henderson’s school culture, specialized and individualized instruction, and collaboration and problem solving contribute to an inclusive environment that benefits students with and without disabilities.
Cottonwood-Oak Creek School District: Inclusive Practices and Lessons Learned | Impact | Winter 2018/19 Volume 31, Number 2
The former Director of Student Support Services for Cottonwood-Oak Creek District (Arizona) shares seven lessons learned in making inclusive practices work with a focus on the school district level.
Creating Inclusive Schools: What Does the Research Say? | Impact | Winter 2018/19 Volume 31, Number 2
Review of the research on inclusion, presenting the essential practices that create inclusive schools as well the benefits of inclusive education.
Does All Really Mean All? | Impact | Winter 2018/19 Volume 31, Number 2
Provides a set of inclusive education indicators that define authentic inclusive education, describes the morning routine of a student in an inclusive setting, and illustrates that all students can be included in general education settings.
Expert Learning is for All | Impact | Winter 2018/19 Volume 31, Number 2
Describes how Universal Design for Learning (UDL) and the idea of the expert learner can be used to adapt and redesign curriculum to meet the needs of all students.
From Isolation to Inclusion: Anne’s Journey | Impact | Winter 2018/19 Volume 31, Number 2
The parents of a woman with a significant disability describe her experience attending a segregated early-education program followed by elementary, middle, and high school at her local neighborhood school. They describe her experiences in school and beyond.
Impact: Feature Issue on Inclusive Education for K-8 Students with the Most Significant Cognitive Disabilities
This Letter From the Editors introduces the special issue of Impact.
Implementation Strategies for Inclusive Service Delivery | Impact | Winter 2018/19 Volume 31, Number 2
Briefly defines inclusive education, before sharing six important strategies for making inclusive service delivery successful.
Inclusion, Friendships, and the Power of Peers | Impact | Winter 2018/19 Volume 31, Number 2
Describes how peer support arrangements and peer networks can be used to change the social landscape of students with significant cognitive disabilities, while benefiting both students with and without disabilities.
Inclusive Service Delivery: A Proactive Model | Impact | Winter 2018/19 Volume 31, Number 2
Shows how a school can restructure the usage of existing school personnel in ways that better support students learning in an inclusive setting. (See the companion piece “Vermont Educators Share Guiding Principles.”)
Myth vs. Fact: What is True About Including Students with the Most Significant Cognitive Disabilities? | Impact | Winter 2018/19 Volume 31, Number 2
Discusses the myths and facts about including students with significant cognitive disabilities, and then suggests ways that teachers and students can be supported to overcome the harmful effects of the myths.
Paraprofessional Roles and Layers of Instruction | Impact | Winter 2018/19 Volume 31, Number 2
Details how a layered instructional framework can be used to organize students’ programs and the role of paraprofessionals.
Peer Networks Benefit Kentucky Students: The Power of Communication | Impact | Winter 2018/19 Volume 31, Number 2
Shares how student Jaimar Fish’s communication network was expanded through participation in a peer network, how students formed lasting friendships, and how the Kentucky Peer Support Network Project has benefited students with and without disabilities.