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  TIES Distance Learning #9: Start Now to Plan for Students Transitioning Back to School

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  TIES Distance Learning #8: Time Management During Distance Learning

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  TIES Distance Learning #7: Self-determined Schedule Making

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  TIES Distance Learning #6: Getting "Unstuck:" Tips to help your child if they get stuck with their remote learning

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  TIES Distance Learning #5: Reflections About Individualizing Supports for Children and Families: Olivia’s Story

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  TIES Distance Learning #4: Dealing with Uncertainty: A Plea for Thoughtful Plans and Patient Collaboration

  Systems change is always a challenge. During a pandemic it is a huge and unexpected change for everyone, including districts, teachers and families. None of us are experts in this area...yet. That will come, but in the meantime we need to allow the space and patience for each of us and ourselves to grow.

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  TIES Distance Learning #2: A Collaborative Start to Behavioral Supports

  TIES DIstance Learning #2: A Collaborative Start to Behavioral Supports

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  TIES Distance Learning #1: Morning Meetings

  TIES Distance Learning #1: Morning Meetings

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  TIES Distance Learning Overview

  TIES Distance Learning Overview

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  Developing IEPs that Support Inclusive Education for Students with the Most Significant Cognitive Disabilities (TIES Center Brief #3)

  This Parent Brief focuses on developing Individualized Education Programs (IEPs) that support inclusive education for students with the most significant cognitive disabilities.

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  TIP #4: Successfully Using Communication Practices in the Inclusive Class

  This TIP provides background on the use of Augmentative and Alternative Communication (AAC) devices for students with significant cognitive disabilities in inclusive classrooms. Key sectionsaddress the research evidence, definitions of key terms related to AAC use, descriptions of AACimplementation in an inclusive classroom, and resources on AAC use.

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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.

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  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.

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  Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! (TIES Center Brief #2)

  This brief discusses the characteristics of students with the most significant cognitive disabilities, least restrictive environment, legal provisions, and next steps for parents.

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  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.

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  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.

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  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.

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  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.

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  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.

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  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.