Instruction

Significant Cognitive Disabilities, ARD/IEP Supports, Instruction

Building a Foundation

The purpose of this series is to create a standard of high-quality instruction for students with significant cognitive disabilities across the state of Texas. Each course in the series explores a Quality Indicator from the Rubric of Effective Practices.

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Significant Cognitive Disabilities, Instruction

Modeling

In this video, Paula Kluth discusses the strategy of modeling.

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Significant Cognitive Disabilities, Autism, Instruction

Personal Communication Dictionary

A personal communication dictionary documents student-specific actions and their meanings.

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Significant Cognitive Disabilities, Instruction

October Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on teaching with rigor. The content aligns with Quality Indicator I: Alignment with State Standards and Quality Indicator IV: Differentiated Instruction on the Rubric of Effective Practices for Students with Complex Access Needs and the Administrator Companion Document to the

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Significant Cognitive Disabilities, Instruction

January Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on enhancing instruction. The content aligns with Quality Indicator IV: Differentiated Instruction on the Rubric of Effective Practices for Students with Complex Access Needs and the Administrator Companion Document to the Rubric of Effective Practices for Students with Complex

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Significant Cognitive Disabilities, Instruction

November Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on encouraging student communication. The content aligns with Quality Indicator V: Social Communication on the Rubric of Effective Practices for Students with Complex Access Needs and the Administrator Companion Document to the Rubric of Effective Practices for Students with

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Autism, Instruction

How coaching has helped

Rachel Wendt shares her experience in having weekly coaching sessions and how it has helped her teaching immensely.

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Autism, Behavior, Instruction, Significant Cognitive Disabilities

Priming

Priming is an antecedent strategy where relevant information is presented before an activity occurs to increase appropriate responding and reduce challenging behavior.

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Autism, Behavior, Instruction, Significant Cognitive Disabilities

First/Then

A first/then visual support is an effective strategy used to help students understand and follow a sequence of activities.

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Significant Cognitive Disabilities, Behavior, Instruction, Assistive Technology

Three C's of Behavior Management: Connection, Communication & Choices for Students with Complex Access Needs

Support students with complex access needs by fostering belonging, enabling communication, and promoting choice-making opportunities.

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