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  TIES Distance Learning #10: Distance Learning and Communication Systems

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  TIES Distance Learning #9: Start Now to Plan for Students Transitioning Back to School

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  TIES Distance Learning #8: Time Management During Distance Learning

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  TIES Distance Learning #7: Self-determined Schedule Making

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  TIES Distance Learning #6: Getting "Unstuck:" Tips to help your child if they get stuck with their remote learning

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  TIES Distance Learning #5: Reflections About Individualizing Supports for Children and Families: Olivia’s Story

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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.