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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 #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 #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 #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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  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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  Developing IEPs that Support Inclusive Education for Students with the Most Significant Cognitive Disabilities

  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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  MTSS for All: Including Students with the Most Significant Cognitive Disabilities

  The purpose of this Brief is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS) can include students with the most significant cognitive disabilities. 

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  TIP #3: Getting to Know Students who use AAC

  This TIP describes how educational team members can develop anduse student profiles, communication plans, and daily plans to guide thesuccessful involvement of students with significant communicationneeds in inclusive classroom activities.

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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 #5: Connecting Core Words, Aided Language Modeling, and Literacy

  This TIP provides information on how to model the use of a student’s Augmentative andAlternative Communication (AAC) device and identify core vocabulary forcommunication and interaction. When combined, these two approaches are useful forincreasing receptive and expressive language skills for students with significant cognitivedisabilities as well as increasing the use of AAC devices.

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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 #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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  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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  Communication Competence in the Inclusive Setting-A Review of the Literature

  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.

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  Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities-A Review of the Literature (Report #102)

  This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant cognitive disabilities in inclusive general education settings, as well as increase and sustain opportunities for these students to learn core academic standards-based curriculum through the implementation of inclusive education practices. The report concludes with the identification of several components associated with effective and sustainable systemic change efforts related to the implementation of inclusive practices.

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  Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting!

  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.