Search Results

132 results.
  • 10 Reasons to Support Inclusive School Communities for ALL Student

    10 Reasons to Support Inclusive School Communities for ALL Students (Brief #1)

    This brief is an electronic interactive Brief which can be used by educators and family members to talk with one another and others about the importance of creating and supporting inclusive school communities.

  • Congressional Briefing on “A Truly Inclusive Society: Encouraging the Ability in Disability” by Sheryl Lazarus, September 24, 2018

    This briefing by Sherly Lazarus urges educators to commit to sustainable inclusion for all students, including students with the most significant cognitive disabilities. The briefing outlines several critical components that support sustainable inclusion for students with the most significant disabilities, which include: raising expectations, increasing educator capacity, access to the content, and systems change. Here you can find the written Congressional briefing and opening statements as well as the video footage. 

  • Best Practices for Inclusive Education (BPIE)–Florida Inclusion Network

    The BPIE Assessment is a school self-assessment process designed to identify priority needs, develop goals, plan improvement strategies, and organize resources to support the implementation of inclusive practices for students with disabilities. More information on the School BPIE Assessment and how it can be used can be found here. 

  • DLM Core Vocabulary

    A set of 36 single words that can be used alone or in combination for a range of communication purposes. Several formats are available to support students, including high contrast and 3D versions. The Universal Core Vocabulary is also available on many communication apps and devices.

  • NCSC Brief 5: Standards-based Individualized Education Programs (IEPs) for Students Who Participate in AA-AAS

    Provides information about creating a standards-based IEP for students who participate in alternate assessments based on alternate achievement standards. The brief includes information about: how an IEP differs from curricula; individualization of the plan; creating systems-level support for standards-based IEPs; and guidelines for incorporating grade-level standards.

  • NCSC Communications Toolkit

    The National Center and State Collaborative (NCSC) Communications Toolkit consists of eight modules that teach participants about communicating with students. The module topics include: an introduction to communicating with students who take alternate assessments; identifying student communication; sensory and motor factors; selecting appropriate communication; targets to teach, selecting AAC (Augmentative and Alternative Communication systems); teaching communication, embedding communication into academic content, and monitoring communication progress.

  • NCSC Core Content Connectors

    The Core Content Connectors (CCC) identify the most important grade-level, core academic content from English Language Arts and Mathematics found in both the Common Core Standards and the Learning Progression Frameworks. CCCs are the knowledge and skills students should have.

  • NCSC Element Cards

    The Element Cards promote understanding of how students move toward the Common Core State Standards. They contain one or more Core Content Connectors (CCC) from an instructional family, include progress indicators from the Learning Progression Frameworks, and provide essential understandings. These are meant to help teachers develop inclusive lessons.

  • NCSC Instructional Lesson Units - English Language Arts (Elementary)

    At this link, educators can find five sample Elementary English & Language Arts lessons that show examples of how to develop an inclusive lesson plan for students with significant cognitive disabilities.

  • State Implementation and Scaling-up of Evidence-based Practices Center (SISEP)

    More information on how SISEP provides content and technical assistance toward establishing large-scale, sustainable, high-fidelity implementation of effective educational practices can be found on this website. 

  • TASH Inclusive Education Research

    TASH, an international leader in disability advocacy, outlines research recommendations for at different capacity levels including at the system-, school-, classroom-, and student-level. 

  • TIP #21: How to Support Students With Significant Cognitive Disabilities During Think-Alouds

    This TIP discusses how to engage students with significant cognitive disabilities in think-alouds in the inclusive classroom.