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  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. 

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  TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms

  This TIP will outline considerations for choosing appropriate accessible grade-level texts for students with significant cognitive disabilities in inclusive classrooms.

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  TIP #19: Creating Accessible Grade-level Texts for Students with Significant Cognitive Disabilities in Inclusive Classrooms

  This TIP explains ways teachers can adapt text and provide scaffolding to ensure each and every student is provided access and opportunity to meet grade-level learning expectations.

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  TIES Brief 6: Grading My Child with Significant Cognitive Disabilities in an Inclusive Classroom

  Grades are assigned and report cards given in inclusive classrooms. It is important that thought has been given to how work from students with significant cognitive disabilities will be graded and what will be in the report card. The purpose of this parent Brief is to (a) identify the IEP team’s role in grading and report cards, (b) provide ideas for how to talk to teachers about grades and their meaning, and (c) suggest what to do if the school or district has not yet identified grading and report card considerations for students with significant cognitive disabilities in inclusive classrooms.

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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 #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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  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 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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  TIES Distance Learning #12: Promoting Engagement for Students with Significant Cognitive Disabilities on Group Learning Platforms

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  TIP #8: High Leverage Practices Crosswalk

  High Leverage Practices (HLPs) are strategies every teacher should know and use. The purpose of this TIPs sheet is to provide ideas for inclusive general education classroom implementation of HLPs that are common to both general and special education.

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  TIES Distance Learning #3: Effective Specially Designed Instruction (SDI) Within the Distance Learning Environment: What in the world does that look like?

  TIES Distance Learning #3: Effective Specially Designed Instruction (SDI) Within the Distance Learning Environment: What in the world does that look like?

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  TIES Distance Learning #1: Morning Meetings

  TIES Distance Learning #1: Morning Meetings

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  TIP #7: Homework in the Inclusive Classroom

  This TIP provides information and recommendations for collaborative educational teams on how to make homework successful for students with the most significant cognitive disabilities in inclusive classrooms. 

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  Instructional Practices for Students with the Most Significant Disabilities in Inclusive Settings: A Review of the Literature (TIES Center Report #104)

  The purpose of this report is to update previous literature reviews on pedagogical practices for students with the most significant disabilities in inclusive settings.

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  TIP #2: Using Collaborative Teams to Support Students with Significant Communication Needs in Inclusive Classrooms

  This TIP outlines how to employ collaborative teams to support students with significant communication needs in inclusive classrooms. Collaborative teams will require additional planning for general and special education teachers as well as related service providers.

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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.