Sustainable, inclusive education systems for students with significant cognitive disabilities do not stand alone. Districts must focus on building inclusive education systems for all students…systems that embrace all students for the benefit of all.
Teachers in inclusive classrooms must carefully consider the grading process to provide fair and equitable grades for all students in their class, including students with the most significant cognitive disabilities. This TIP shares grading considerations and potential adaptations.
The purpose of this TIP is to show how a set of high-leverage practices developed for special education can be applied to instruction of students with significant cognitive disabilities in inclusive classrooms.
TIES Center is supported primarily through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes in the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.