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  • The Power of Peers: Peer Engagement Implementation Guides

    We invited leading experts to share their expertise on implementing these nine educational interventions to promote meaningful engagement and relationships among students with and without disabilities. They created short, practical implementation guides based on their extensive experience working with local schools.

  • TIES 101: Communication Supports in the Inclusive Class

    TIES Communication 101 is a new asynchronous professional learning series created with our partners at the University of Kentucky (UKY). It provides evidence-based strategies for supporting AAC users in inclusive classrooms. One hour of ASHA credit is available for Speech-language pathologists at no charge.

  • December 2021 Email Update

    1. TIES Partner Awarded the McLean-Yoder Award for Professional Excellence, Featured Resources, Where to Find Us, Inclusion Insight
  • PI #3: A Collaborative Start to Behavioral Supports When Returning to the School Building

    Positive and consistent behavioral supports are needed by all students, and for some students, they are absolutely vital for meaningful engagement to be achieved. During distance learning it was important to know what behaviors could be supported through collaborating with families. When returning to school, it remains important to intentionally identify, collaboratively communicate, and consistently follow through on the identified supports for students with significant cognitive disabilities.

  • Understanding the Role of Paraprofessionals in Your Child’s Education in Inclusive Classrooms (TIES Center Brief #7)

    It is important for parents to know what paraprofessionals should be expected to do in inclusive classrooms. Parents should also know what qualities paraprofessionals should have, and what supports and training they need to be successful in their role. The purpose of this Brief is to address these points. It also pro-vides examples of appropriate use of paraprofessionals in inclusive classrooms and some red flags that might indicate a need to adjust paraprofessional support or training.

  • PI #2: 5 Back to School Positive Behavior Strategies

    Now that we are back to school, it is important to remember how to positively support behavior. It is especially important to consider those students who might need more support after being away from the school building last year. 

  • belonging wheel with the dimensions of belonging: present, invited, welcomed, known, accepted, involved, supported, heard, befriended, needed

    Creating Communities of Belonging for Students with Significant Cognitive Disabilities

    Everyone wants to be valued and have a sense of belonging in their community.  The need for valued belonging is true for students in a school community as well.  Although belonging is equally important for all students, students with significant cognitive disabilities are less likely to experience a deep sense of belonging.

  • PI #1: Planning for Students Transitioning Back to School - Three Important Components

    As teams manage various scenarios for when and how-to students will return to schools, proactive thinking about what needs to be considered to successfully transition students back to school is of utmost importance. This article will  facilitate this transition for school teams, students, and their families.

  • Pivot to In-Person Instruction: An Overview Framework

    The TIES Distance Learning Series provides multiple strategies for supporting students with significant cognitive disabilities during distance and hybrid learning. The Pivot to In-Person Instruction Series applies the same principles, as most students are returning to in-person instruction. However, we expect that some schools will need to pivot between the various instruction models given the changing nature of the COVID-19 virus.

  • Comprehensive Inclusive Education: General Education and the Inclusive IEP

    This resource is intended to guide IEP teams in a comprehensive inclusive education planning process based on the expectation that each student can actively participate, belong, contribute, and learn in the school and larger community. 

  • Helping Your Child by Checking Progress at Home

    This video describes easy ways for parents to check on their child's progress in academics and behavior while learning at home

  • TIP #17: What is Communicative Competence for and with Augmentative and Alternative Communication (AAC) Users?

    This TIP provides information about what competence in communication means for all students, but also the additional competencies required of students who use Augmentative and Alternative Communication (AAC) devices.

  • Helping Your Child with Math While at Home

    In this video, we’ll discuss three key points to consider in order to help your child with math at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.

  • Helping Your Child with Reading at Home

    In this video, we’ll discuss three key points to consider in order to help your child with reading at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.​

  • Helping Your Child with the Foundations of Math While at Home

    In this video, we’ll discuss three key points to consider in order to help your child with the foundations of math while at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.

  • Helping Your Child with the Foundations of Reading at Home

    In this video, we’ll discuss three key points to consider in order to help your child with Foundations of Reading at home. This video is part of the Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home​.