Search Our Work

Search Results

Selected filters

(Clear all):

• Systemic Change×

• 

  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.

• 

  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.

• 

  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.

• 

  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.”)

• 

  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.

• 

  Shifting Paradigms for Students with Significant Cognitive Disabilities: State and National Collaboration in Arizona | Impact | Winter 2018/19 Volume 31, Number 2

  Describes how the state of Arizona, a member of the Multi-State Alternate Assessment (MSAA) consortium, has worked to raise academic expectations for students with the most significant cognitive disabilities. A key to this work has been monitoring and sharing relevant data with Arizona educators. The data include information on the characteristics of students with significant cognitive disabilities and their instructional placement, as well as post-school outcomes for students with intellectual disabilities. The article describes professional development efforts to help educators understand, and act on, the data.

• 

  The Hope of Lessons Learned: Supporting the Inclusion of Students with the Most Significant Cognitive Disabilities Into General Education Classrooms | Impact | Winter 2018/19 Volume 31, Number 2

  Presents ten lessons learned through working toward inclusive education systems, focusing on the systems-level changes that are needed to make inclusion work for students.

• 

  To Truly Be Inclusive is a Whole Life Process: Reflections of a SU Graduate | Impact | Winter 2018/19 Volume 31, Number 2

  Soldovieri describes some of her own schooling experience, and how she came to understand that inclusion is a whole life process. (See “We Expect Them to Teach All Students” for a companion piece.)

• 

  Together We Are Better! Collaborative Teaming to Support Authentic Inclusion of Students with Complex Support Needs | Impact | Winter 2018/19 Volume 31, Number 2

  After opening with vignettes showing how two boys with similar disabilities experience very different school days, this article details how collaborative teaming is used to provide an inclusive setting and experience for a student with significant disabilities. (See “Unfiltered Truths of Co-Teaching” for a companion piece.)

• 

  What Data Tell Us About General Education and Students with Disabilities | Impact | Winter 2018/19 Volume 31, Number 2

  Presents information about the Least Restrictive Environment (LRE) data for students with disabilities.  It demonstrates a significant difference in LRE for those students with the most significant cognitive disabilities. (See “The Hope of Lessons Learned:  Supporting the Inclusion of Students with the Most Significant Cognitive Disabilities Into General Education Classrooms” for more information.)

• 

  Who’s Missing? The Essential Question for Catholic Schools | Impact | Winter 2018/19 Volume 31, Number 2

  Beth Foraker, Founder and Director of The National Catholic Board on Full Inclusion, asks “who’s missing?” in Catholic schools. (See companion pieces “A Family’s Journey of Inclusion and “I Have Great Friends.”)

• 

  “We Expect Them to Teach All Students”: Syracuse University’s Inclusive Elementary and Special Education Program | Impact | Winter 2018/19 Volume 31, Number 2

  The Coordinator of the Inclusive Elementary and Special Education Program at Syracuse University (SU) discusses the strategies, principles, and history behind SU’s inclusive education program. (See “To Truly Be Inclusive is a Whole Life Process: Reflections of a SU Graduate” for a companion piece.)

• 

  10 Reasons to Support Inclusive School Communities for ALL Students (Brief #1)

  This brief is an electronic interactive Brief which can be used by educators and family members to talk with one another and others about the importance of creating and supporting inclusive school communities.

• 

  Congressional Briefing on “A Truly Inclusive Society: Encouraging the Ability in Disability” by Sheryl Lazarus, September 24, 2018

  This briefing by Sherly Lazarus urges educators to commit to sustainable inclusion for all students, including students with the most significant cognitive disabilities. The briefing outlines several critical components that support sustainable inclusion for students with the most significant disabilities, which include: raising expectations, increasing educator capacity, access to the content, and systems change. Here you can find the written Congressional briefing and opening statements as well as the video footage.