Recognizing Presuming Competence in Practice for Students with Complex Access Needs
In this video, Cheryl Jorgensen, an expert on inclusion for students with significant cognitive disabilities advises administrators regarding evidence of presuming competence that may be found in a classroom. This video aligns to the Rubric of Effective Practices from TX CAN.
Related Course

Significant Cognitive Disabilities, Inclusion
Presuming Competence for Students with Complex Access Needs

Inclusion, Significant Cognitive Disabilities
Inclusionary Coaching Guide For Students with Complex Access Needs

Significant Cognitive Disabilities, Inclusion
The Fundamentals of Inclusive Education for Students with Complex Access Needs

Significant Cognitive Disabilities
Teamwork and Transitions

Significant Cognitive Disabilities, Inclusion
Guide to Implementation of Presuming and Constructing Competence

Significant Cognitive Disabilities, Inclusion
Fidelity Checklist and Reflection Tool: Presuming and Constructing Competence

Significant Cognitive Disabilities, Inclusion
Importance of Presuming Competence for Students with Complex Access Needs and the Least Dangerous Assumption

Significant Cognitive Disabilities, Inclusion
Least Dangerous Assumption: Evidence Based Practices for Students with Down Syndrome

Significant Cognitive Disabilities