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  Vermont Educators Share Guiding Principles | Impact | Winter 2018/19 Volume 31, Number 2

  Three educators share guiding principles that arose from their work in implementing an inclusive service delivery model. (See “Inclusive Service Delivery: A Proactive Model for Better Educating ALL Students” for more information.)

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  What Data Tell Us About General Education and Students with Disabilities | Impact | Winter 2018/19 Volume 31, Number 2

  Presents information about the Least Restrictive Environment (LRE) data for students with disabilities.  It demonstrates a significant difference in LRE for those students with the most significant cognitive disabilities. (See “The Hope of Lessons Learned:  Supporting the Inclusion of Students with the Most Significant Cognitive Disabilities Into General Education Classrooms” for more information.)

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  Who’s Missing? The Essential Question for Catholic Schools | Impact | Winter 2018/19 Volume 31, Number 2

  Beth Foraker, Founder and Director of The National Catholic Board on Full Inclusion, asks “who’s missing?” in Catholic schools. (See companion pieces “A Family’s Journey of Inclusion and “I Have Great Friends.”)

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  Wide Open Spaces: Maggie’s Story | Impact | Winter 2018/19 Volume 31, Number 2

  A parent shares how she learned the safest space for her daughter, Maggie, was not in a sheltered classroom, but in a classroom surrounded by typical peers. She also details how Maggie’s friends helped the adults around her understand and better address her needs and desires.

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  “I Have Great Friends”: Thomas Byrne | Impact | Winter 2018/19 Volume 31, Number 2

  A companion piece to “A Family’s Journey of Inclusion;” in it, Thomas Bryne describes his experiences being a student in an inclusive setting. (See also: “Who’s Missing? The Essential Question for Catholic Schools.”)

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  “We Expect Them to Teach All Students”: Syracuse University’s Inclusive Elementary and Special Education Program | Impact | Winter 2018/19 Volume 31, Number 2

  The Coordinator of the Inclusive Elementary and Special Education Program at Syracuse University (SU) discusses the strategies, principles, and history behind SU’s inclusive education program. (See “To Truly Be Inclusive is a Whole Life Process: Reflections of a SU Graduate” for a companion piece.)

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  How States Interpret the LRE Clause of IDEA: A Policy Analysis (Report #101)

  This report examines how states interpret special education regulations associated with the Individuals with Disabilities (IDEA) act, regulations around the least restrictive environment (LRE) clause, the continuum of alternative placements, and the placement for students with disabilities.

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  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.

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  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. 

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  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.

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  TIES 101: Communication Supports in the Inclusive Class

  TIES Communication 101 is a new asynchronous professional learning series created with our partners at the University of Kentucky (UKY). It provides evidence-based strategies for supporting AAC users in inclusive classrooms. One hour of ASHA credit is available for Speech-language pathologists at no charge.