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  Inclusive Education Roadmap (IER)

  The Inclusive Education Roadmap (IER) is a series of tools, guidance, and processes to be used by state, district, and school teams to build an inclusive system of education. The IER unpacks the complexities of how to create, expand, and sustain inclusive education systems.

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  Video #1: Including Students with Significant Cognitive Disabilities in PBIS Tier 1

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #2 Including Students with Significant Cognitive Disabilities in PBIS Tier 1: Leadership and Team Data

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #3: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: School-wide Expectations

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #4: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: Creating Inclusive Acknowledgement Systems

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #5: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: A Classroom Intervention

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #6: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: School-wide Expectations - A Teacher Example

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #7: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: A Classroom Intervention - Teacher Example

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  TIP #26: Making Universal Supports (Tier 1) within a Schoolwide Positive Interventions and Supports More Accessible for All Students

  This TIP provides recommendations regarding actions that schools can take to make participation in universal behavior supports accessible and meaningful for all students, including students with significant cognitive disabilities.

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  TIP #27: Including ALL Students in Schoolwide Positive Behavior Intervention and Supports

  This TIP provides examples of ways teachers and PBIS teams can plan for accessible PBIS instruction across all tiers that includes students with significant cognitive disabilities.

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  A Literature Review of School-Wide Positive Behavioral Interventions and Supports for Students with Extensive Support Needs (TIES Center Report #106)

  This report presents the findings of a literature review to summarize the current literature on School-wide Positive BehavioralInterventions and Supports (PBIS). This multi-tiered framework offers a continuum of supports to address the behavioral needs of all students within a school. Research indicates that PBIS effectively promotes positive student outcomes and improves school climate and culture. However, little is known about the involvement of students with extensive support needs (ESN) and the effectiveness of PBIS for these students. Students with ESN include students with significant cognitive disabilities. This report also presents implications for practice and future research initiatives.

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  TIP #24: Learners with Cerebral/Cortical Visual Impairment (CVI) and Augmentative Alternative Communication (AAC)

  Students with Cerebral/Cortical Vision Impairment (CVI) may have difficulty processing the images their eyes see, which can affect many areas of basic visual functions. This TIP focuses on students with CVI and how it relates to learners with significant cognitive disabilities who use Alternative and Augmentative Communication or AAC, with a particular focus on inclusive environments.

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  TIP #25: Preparing the AAC User for the Next Grade

  For students who are non-speaking and communicate using Augmentative and Alternative Communication (AAC), it is important to support their communication needs during grade level transitions to ensure that the academic, social, and communication gains continue into the next grade. This TIP provides concrete ideas to plan for successful grade level transitions for ACC Users.

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  TIES Center Report 105: Separate School Placement Trends by Category and Age for Students with Extensive Support Needs

  Separate School Placement Trends by Category and Age for Students with Extensive Support Needs (TIES Center Report #105)

  The purpose of this report is to examine the trends across the country over the past decade related to the placement of students with extensive support needs (ESN) in separate schools. For this report, state-level data from federally reported sources for students with ESN were analyzed, specifically, students identified with the disabilities of autism, intellectual disability, multiple disabilities, and deaf-blindness, to determine changes over time in the number of students served in separate settings as well as any variances that may have occurred by age and location (state). The current study confirmed that there has not been a significant change in the overall placement for students with ESN since 2012 even though academic expectations have become more rigorous over time.

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  Providing Access to School-Wide Positive Behavioral Interventions and Supports for Students with Significant Cognitive Disabilities (TIES Center Brief #10)

  Positive Behavioral Interventions and Supports  (PBIS) is an evidence-based approach used to promote inclusive environments and prevent and decrease challenging behavior for all students. However, many students with significant cognitive disabilities, especially those served in self-contained special education settings, do not always receive access to all three tiers of PBIS. This Brief presents ways to design PBIS systems that are accessible to all students. It describes the importance of including all students in PBIS structures and gives practical strategies to help schools achieve this goal. It ends with the story of a student who benefited from full access to his school’s PBIS system.

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  Standards-Based Instruction for Students with Significant Cognitive Disabilities

  What are alternate achievement standards and general education academic standards? How do they align and differ? What should instruction look like for students with significant cognitive disabilities? This short video provides key information that clearly illustrates these concepts and their uses in instruction.  

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  Communication Supports for Students with Significant Cognitive Disabilities: What Parents Need to Know (TIES Center Brief #9)

  This Brief describes how families and other members of Individualized Education Program (IEP) teams can help students get the supports they need to build their communicative competence in inclusive classrooms.

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  TIP #23 Supporting the Communication Needs of Augmentative Alternative Communication (AAC) Users who are also English Learners

  This TIP highlights strategies to assist teams supporting multilingual Augmentative Alternative Communication (AAC) users

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  Teacher Preparation for Inclusive Practices: A Resource for Teacher Educators

  The purpose of this resource is to support teacher educators as they develop inclusive course content by linking current TIES Center resources to teacher preparation standards across general and special education. Direct links to each resource on the TIES Center website are provided. This resource will be updated on an annual basis each spring.

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  Reconsidering LRE: Students with the Most Significant Cognitive Disabilities and the Persistence of Separate Schools

  This report serves as a guide for local school districts and state education agencies to consider whether the present level of educational inclusion of their students with the most significant disabilities is fully consistent with what the law requires, and most importantly, is ultimately in the best interest of the students they serve.