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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 (TIES Center Brief #3)

  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 (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.

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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! (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.

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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.

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  A Family’s Journey of Inclusion | Impact | Winter 2018/19 Volume 31, Number 2

  A parent describes how her son was included in his private school setting, how the school and family worked together, and the impact it’s had on her son and the school-wide community. In a companion piece, “I Have Great Friends,” her son describes his experiences.

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  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.

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  Cottonwood-Oak Creek School District: Inclusive Practices and Lessons Learned | Impact | Winter 2018/19 Volume 31, Number 2

  The former Director of Student Support Services for Cottonwood-Oak Creek District (Arizona) shares seven lessons learned in making inclusive practices work with a focus on the school district level.

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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.

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  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.