Significant Cognitive Disabilities

In this video, Cheryl Jorgensen addresses concern over grading when using UDL.

This blank agenda template can be used to prepare for an instructional support planning meeting

This self-check will help you determine where your team is currently performing in regard to the Fundamentals of Inclusive Education. Complete the Fundamentals of Inclusive Education training and then complete this document to get the baseline for your team. As you move forward in your practice, use

This blank agenda template can be used to prepare for an inclusive education implementation team meeting.

This rubric can be used to obtain a more specific and objective activity grade.

This self-check will help you determine where your team is currently performing in regard to transitioning students with complex access needs for inclusion. Complete the Transitioning a Student from a Self-Contained to a General Education Classroom training and then complete this document to get the

This self-check will help you determine where your team is currently performing in regards to Presuming Competence.

This rubric highlights best practices to facilitate learning for students with complex access needs. The document should be used as a guide by a campus/district team as they engage in reflection of their current practices and plan for program growth (T-TESS Dimension 4.2). To aid administrators in

This self-check will help you determine where your team is currently performing in regards to planning supports for student participation.

This document guides the development of PLAAFP, goals/objectives, and progress monitoring methods of the individualized education program of students with significant cognitive disabilities.