Significant Cognitive Disabilities

This guide lists specific steps you can take to transition a student with complex access needs from a self-contained to a general education classroom.

In this video, Cheryl Jorgensen advises administrators regarding evidence of presuming competence that may be found in a classroom.

In this video, Ayo Jones gives an example for how to differentiate instruction for students with disabilities.

This self-check will help you determine where your team is currently performing in regard to teaching mathematics to students with significant cognitive disabilities. Complete the Beyond Time and Money: Teaching Mathematics training and then complete this document to get the baseline for your team

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

This document provides administrators with best practices to facilitate learning for students with the most complex access needs and the evidence that they should see if practices are implemented.

In this video, Laura Bucker talks about getting on waiting lists for resources early in a student's life.

This self-check will help you determine where your team is currently performing in regards to Universal Design for Learning for students with complex access needs.