Search Our Work

Search Results

Selected filters

(Clear all):

• Communicative Supports×

• 

  Communication Competence in the Inclusive Setting-A Review of the Literature (TIES Center Report #103)

  This report presents findings from a literature review that was conducted to identify evidenced-based approaches to supporting the development of communicative competence for K-8 students in inclusive educational settings. Specifically, the review examined whether communication programming employing augmentative and alternative communication (AAC) is being successfully used in inclusive elementary and middle school settings, and what elements of the communication program are most likely to affect students’ communicative competence.

• 

  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.

• 

  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.

• 

  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.

• 

  Does All Really Mean All? | Impact | Winter 2018/19 Volume 31, Number 2

  Provides a set of inclusive education indicators that define authentic inclusive education, describes the morning routine of a student in an inclusive setting, and illustrates that all students can be included in general education settings.

• 

  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.

• 

  Inclusion, Friendships, and the Power of Peers | Impact | Winter 2018/19 Volume 31, Number 2

  Describes how peer support arrangements and peer networks can be used to change the social landscape of students with significant cognitive disabilities, while benefiting both students with and without disabilities.

• 

  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. 

• 

  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.

• 

  Strategies for Supporting AAC Use in Inclusive General Education Classrooms | Impact | Winter 2018/19 Volume 31, Number 2

  Supporting students with complex communication needs is an important part of creating inclusive classrooms. Five strategies are described for using augmentative and alternative communication (AAC) in schools.

• 

  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.

• 

  Wide Open Spaces: Maggie’s Story | Impact | Winter 2018/19 Volume 31, Number 2

  A parent shares how she learned the safest space for her daughter, Maggie, was not in a sheltered classroom, but in a classroom surrounded by typical peers. She also details how Maggie’s friends helped the adults around her understand and better address her needs and desires.

• 

  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.