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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Instruction
Significant Cognitive Disabilities, Inclusion, Instruction
Instructional Support Meeting Agenda Template
This blank agenda template can be used to prepare for an instructional support planning meeting
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Significant Cognitive Disabilities, Instruction
Importance of Offering Choices to Students
In this video, Ayo Jones discusses the importance of offering choices to students.
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Significant Cognitive Disabilities, Inclusion, Instruction
Universal Design for Learning and Grading for Students with Complex Access Needs
In this video, Cheryl Jorgensen addresses concern over grading when using UDL.
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Autism, Behavior, Instruction, Significant Cognitive Disabilities
Meeting Sensory Needs
Meeting your student’s sensory needs by identifying and supporting sensory preferences or sensitivities can have a significant impact on their success in the classroom.
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Autism, Instruction
The Coaching Process
Kayla Westbrook shares the process of having a coach come into her class and how it has improved her processes and teaching.
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Deaf/Hard of Hearing, Instruction
Literacy Education for DHH Learners- Part 1
Understanding the requisites that underpin literacy development (reading and writing) for students who are DHH
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Autism, Behavior, Instruction, Significant Cognitive Disabilities
Reinforcement Using Token System
For longer activities, earned tokens can provide a tangible representation of completing smaller components within the task. The tokens are often traded for a larger reinforcer at the completion of the task.
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Significant Cognitive Disabilities, Instruction, Assistive Technology
Supporting Communication
Explore the key themes from Quality Indicator V: Social Communication in the Rubric of Effective Practices for Students with Significant Cognitive Disabilities.
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Significant Cognitive Disabilities, Instruction
Building an Authentic Academic Response for Students with Complex Access Needs
Learn to work with students with no authentic academic response, creating PLAAFPs, goals and implementing best practices for academic growth.
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