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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.

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  Expert Learning is for All | Impact | Winter 2018/19 Volume 31, Number 2

  Describes how Universal Design for Learning (UDL) and the idea of the expert learner can be used to adapt and redesign curriculum to meet the needs of all students.

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  From Isolation to Inclusion: Anne’s Journey | Impact | Winter 2018/19 Volume 31, Number 2

  The parents of a woman with a significant disability describe her experience attending a segregated early-education program followed by elementary, middle, and high school at her local neighborhood school. They describe her experiences in school and beyond.

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  Implementation Strategies for Inclusive Service Delivery | Impact | Winter 2018/19 Volume 31, Number 2

  Briefly defines inclusive education, before sharing six important strategies for making inclusive service delivery successful.

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  Inclusion, Friendships, and the Power of Peers | Impact | Winter 2018/19 Volume 31, Number 2

  Describes how peer support arrangements and peer networks can be used to change the social landscape of students with significant cognitive disabilities, while benefiting both students with and without disabilities.

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  Inclusive Service Delivery: A Proactive Model | Impact | Winter 2018/19 Volume 31, Number 2

  Shows how a school can restructure the usage of existing school personnel in ways that better support students learning in an inclusive setting. (See the companion piece “Vermont Educators Share Guiding Principles.”)

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  Myth vs. Fact: What is True About Including Students with the Most Significant Cognitive Disabilities? | Impact | Winter 2018/19 Volume 31, Number 2

  Discusses the myths and facts about including students with significant cognitive disabilities, and then suggests ways that teachers and students can be supported to overcome the harmful effects of the myths. 

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  Paraprofessional Roles and Layers of Instruction | Impact | Winter 2018/19 Volume 31, Number 2

  Details how a layered instructional framework can be used to organize students’ programs and the role of paraprofessionals.

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  Peer Networks Benefit Kentucky Students: The Power of Communication | Impact | Winter 2018/19 Volume 31, Number 2

  Shares how student Jaimar Fish’s communication network was expanded through participation in a peer network, how students formed lasting friendships, and how the Kentucky Peer Support Network Project has benefited students with and without disabilities.

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  Shifting Paradigms for Students with Significant Cognitive Disabilities: State and National Collaboration in Arizona | Impact | Winter 2018/19 Volume 31, Number 2

  Describes how the state of Arizona, a member of the Multi-State Alternate Assessment (MSAA) consortium, has worked to raise academic expectations for students with the most significant cognitive disabilities. A key to this work has been monitoring and sharing relevant data with Arizona educators. The data include information on the characteristics of students with significant cognitive disabilities and their instructional placement, as well as post-school outcomes for students with intellectual disabilities. The article describes professional development efforts to help educators understand, and act on, the data.

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  Strategies for Supporting AAC Use in Inclusive General Education Classrooms | Impact | Winter 2018/19 Volume 31, Number 2

  Supporting students with complex communication needs is an important part of creating inclusive classrooms. Five strategies are described for using augmentative and alternative communication (AAC) in schools.

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  The Hope of Lessons Learned: Supporting the Inclusion of Students with the Most Significant Cognitive Disabilities Into General Education Classrooms | Impact | Winter 2018/19 Volume 31, Number 2

  Presents ten lessons learned through working toward inclusive education systems, focusing on the systems-level changes that are needed to make inclusion work for students.

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  TIES Center: Supporting Sustainable Change in K-8 Education | Impact | Winter 2018/19 Volume 31, Number 2

  Introduces the TIES Center, the National Technical Assistance Center on Inclusive Practices and Policies for students with the most significant cognitive disabilities. 

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  To Truly Be Inclusive is a Whole Life Process: Reflections of a SU Graduate | Impact | Winter 2018/19 Volume 31, Number 2

  Soldovieri describes some of her own schooling experience, and how she came to understand that inclusion is a whole life process. (See “We Expect Them to Teach All Students” for a companion piece.)

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  Together We Are Better! Collaborative Teaming to Support Authentic Inclusion of Students with Complex Support Needs | Impact | Winter 2018/19 Volume 31, Number 2

  After opening with vignettes showing how two boys with similar disabilities experience very different school days, this article details how collaborative teaming is used to provide an inclusive setting and experience for a student with significant disabilities. (See “Unfiltered Truths of Co-Teaching” for a companion piece.)

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  Unfiltered Truths of Co-Teaching | Impact | Winter 2018/19 Volume 31, Number 2

  Two teachers, one coming from a special education background and one from a general education classroom, share their realizations based on co-teaching together for two years. (See “Together We Are Better! Collaborative Teaming to Support Authentic Inclusion of Students with Complex Support Needs” for a companion piece.)