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  TIP #14: Academic Standards for Students with Significant Cognitive Disabilities in Inclusive Classrooms: Same Content Standards, Alternate Achievement Standards

  The purpose of this brief is to clarify what academic content standards and alternate achievement standards are, how they are different, and how they contribute to inclusive education.

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  TIP #15: Turn and Talk in the Inclusive Classroom

  In this TIPS Brief, we show how to remove barriers to allow students with significant cognitive disabilities (SCD) to engage in Turn and Talk activities during instruction in general education classes through the UDL framework and examples from an inclusive classroom.

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  TIP #16: Making Inferences in the Inclusive Classroom

  In this TIPS, we give suggestions for teachers on how to teach inferencing skills to all learners in an inclusive classroom.  The examples presented are reflective of a collaborative process required to plan the use of inferencing strategies in inclusive classrooms through a Universal Design for Learning framework.

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  DL #25: Embedding Instruction During Hybrid Learning

  This DL article explores how embedded instruction can serve as a solution to ensure access to the general education classroom and progress on individualized goals.

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  DL #24: The 5-15-45 Tool: Grab a Partner and Let's Collaborate!

  Many teachers and administrators are struggling with how to support inclusive practices for students with significant cognitive disabilities in inclusive classes, especially during distance delivery.  This new 5-15-45 Tool can kick start collaboration whether you have 5 minutes, 15 minutes, 45 minutes or more!

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  DL #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. 

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  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.

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  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.

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  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. 

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  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.

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  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.

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  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.

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  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.

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  TIES Brief 5: The General Education Curriculum–Not an Alternate Curriculum!

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  TIES Brief 4: Providing Meaningful General Education Curriculum Access to Students with Significant Cognitive Disabilities

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  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.

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  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.

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  DL #16 Increasing Opportunities to Respond and Provide Feedback to Students with Significant Cognitive Disabilities in Inclusive Online Environments

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  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.

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  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.