Significant Cognitive Disabilities, Autism, Instruction
Learned Helplessness
In this video, one educator defines learned helplessness and shares strategies for prevention.
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Significant Cognitive Disabilities
Significant Cognitive Disabilities, Inclusion, Instruction
Instructional Support Planning Form
This form helps a team specify the student's learning objectives, describe the supports required for the student to participate in classroom activities, and indicate who is responsible for creating/curating those supports. This document aligns with the Rubric of Effective Practices for Students with
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Autism, Behavior, Significant Cognitive Disabilities
Student At-A-Glance
A quick reference sheet detailing student likes, dislikes, reinforcers, IEP goals, and more.
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ARD/IEP Supports, Significant Cognitive Disabilities, Evaluation
Family Input
In this video, an educator reviews the methods he uses to gather information from families.
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Significant Cognitive Disabilities
Family Input Survey
This survey can be used to gather information from families.
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Significant Cognitive Disabilities, ARD/IEP Supports
IEP Quality and Rigor Rubric
This document guides the development of PLAAFP, goals/objectives, and progress monitoring methods of the individualized education program of students with significant cognitive disabilities.
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Significant Cognitive Disabilities, Instruction
Sample Grading Rubric for Students with Complex Access Needs
This rubric can be used to obtain a more specific and objective activity grade.
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Significant Cognitive Disabilities, Instruction
Grading Rubric for Students with Complex Access Needs: Classroom Scenarios
These grading rubric scenarios demonstrate how to identify prerequisite skill access points to TEKS, provide instruction that integrates individual accommodations and modifications, pre-plan individual supports, and use task analysis to determine individual student mastery of an assignment or activity
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Significant Cognitive Disabilities, Instruction
Task Analysis Form
This form can be used to break down the steps of an activity and indicate the support the student required for each step.
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Significant Cognitive Disabilities, Instruction
Hierarchy of Cueing and Prompting
This chart organizes the levels of support a student might need from least to most invasive.
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