Autism, Behavior, Instruction, Significant Cognitive Disabilities
Self-Management
Self-management skills empower students to monitor their progress and make meaningful improvements in their work.
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Significant Cognitive Disabilities
Significant Cognitive Disabilities
Các video Nói Chuyện Với Cha Mẹ
Những người chăm sóc cho trẻ khuyết tật thường không đặc nhiều kỳ vọng về tương lai cuả con mình.
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Significant Cognitive Disabilities, Inclusion
Systems Shifts for Inclusive Education
In this video, Cheryl Jorgensen discusses some system shifts for inclusive education.
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Significant Cognitive Disabilities, Assistive Technology
Social Communication: Incorporating Communication Devices
In this video, Ayo Jones discusses how to incorporate communication devices into classroom activities.
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Significant Cognitive Disabilities, Inclusion, Instruction
Accessible Instructional Materials (AIM) for Students with Complex Access Needs
Explore accessible instructional materials (AIM) for students with complex access needs.
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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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ARD/IEP Supports, Significant Cognitive Disabilities, Instruction
Individualized Education Programs (IEPs) and Instruction
Explore the key themes from Quality Indicator I: Alignment with State Standards in the Rubric of Effective Practices for Students with Significant Cognitive Disabilities.
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Significant Cognitive Disabilities, Inclusion, Instruction
UDL Lesson Plan Form Template
This sample UDL Lesson Plan Form can be used to encourage teachers to design lessons that meet the unique learning characteristics of their students. It allows teachers to individualize their lessons based on multiple means of engagement, representation, action/expression, and materials/resources
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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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