Intellectual Disability
 


Assistive Technology Short Term Loan Library
A wide variety of assistive technology devices, equipment, software and professional development materials are available free of charge to Arizona school personnel.
Publisher: Arizona Department of Education

Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms
Accessible texts promote comprehension through the use of adaptations that modify original print formats. This TIPS will outline considerations for choosing appropriate accessible grade-level texts for students with significant cognitive disabilities in inclusive classrooms.
Authors: Shawnee Wakeman, Deborah Taub, Holly Johnson, and Jacqui Kearns
Publication Date: May 2021
Publisher: University of Minnesota, TIES Center

Creating Accessible Grade-level Texts for Students with Significant Cognitive Disabilities in Inclusive Classrooms
This brief explains ways teachers can adapt the text and provide scaffolding to ensure each and every student is provided access and opportunity to meet grade-level learning expectations.
Authors: Shawnee Wakeman, Elizabeth Reyes, and Holly Johnson
Publication Date: May 2021
Publisher: University of Minnesota, TIES Center

Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms
The purpose of this Ties Inclusive Practice Series TIPS is to share grading considerations and potential adaptations for grading to provide fair and accurate grades for students with significant cognitive disabilities in inclusive classrooms. 
Authors: Elizabeth Reyes, Shawnee Wakeman, and Martha Thurlow
Publication Date: 2020
Publisher: University of Minnesota, TIES Center

Homework in the Inclusive Classroom
This Ties Inclusive Practice Series TIPS sheet provides information and recommendations specifically relating to the collaborative educational team process for how to make homework successful for students with the most significant cognitive disabilities in inclusive classrooms.
Amy Clausen, Kristin Liu, Elizabeth Reyes, and Shawnee Wakeman
Publication Date: 2019
Publisher: University of Minnesota, TIES Center

Instructional Practices for Students with the Most Significant Disabilities in Inclusive Settings: A Review of the Literature
This report provides an update on what the literature says about instructional practices that have shown positive academic gains for students with the most significant disabilities in inclusive general education settings.
Authors: Alicia F. Saunders, Shawnee Wakeman, Elizabeth Reyes, Martha L. Thurlow, and Terri Vandercook
Publication Date: March 2020
Publisher: University of Minnesota, TIES Center

Intellectual Disability
This fact sheet defines, describes its characteristics, offers tips for parents and teachers, and connects you with related information and organizations with special expertise in that disability.
Publisher: National Dissemination Center for Children with Disabilities

Mild Intellectual Disabilities: Legacies and Trends in Concepts and Educational Practices
The purpose of this article is to assess certain aspects of educational programs and practices for students with mild intellectual disability.
Authors: Edward A. Polloway, Jacqueline Lubin, J. David Smith, and James R. Patton
Publication Date: March 2010
Publisher: Education and Training in Autism and Developmental Disabilities

Perspectives of Students With Intellectual Disabilities About Their Experiences With Paraprofessional Support
Perspectives of students with disabilities are notably absent from research about special education paraprofessionals. This study begins filling that gap by interviewing 16 young adults with intellectual disabilities about their experiences attending general education classes with paraprofessional support.
Authors: Stephen Broer, Mary Beth Doyle, and Michael Giangreco
Publication Date: 2005
Publisher: Council for Exceptional Children

Providing Meaningful General Education Curriculum Access to Students with Significant Cognitive Disabilities
This brief answers the question of what access to and progress in the general education curriculum means for students with the most significant cognitive disabilities. This brief also confirms that federal education laws require that students who participate in the AA-AAAS receive instruction in the same grade-level content as all other students. 
Authors: Ricki Sabia, Jessica Bowman, Martha L. Thurlow, and Sheryl S. Lazarus
Publication Date: July 2020
Publisher: University of Minnesota, TIES Center

Research-Based Practices for Creating Access to the General Curriculum in Reading and Literacy for Students with Significant Intellectual Disabilities
This literature review relating to literacy instruction for students with significant intellectual disabilities describes the multiple components of comprehensive instruction and identifies research-based practices that address and support learning in each of these areas.
Authors: Karen Erickson, Gretchen Hanser, Penelope Hatch, and Eric Sanders
Publication Date: June 2009
Publisher: University of North Carolina at Chapel Hill

Standards-based Grading and Report Cards in Inclusive Elementary and Middle Schools
This Ties Inclusive Practice Series TIPS sheet provides guidance on how to provide fair and accurate grades for students with significant cognitive disabilities in inclusive settings. It also addresses ways to report standards-based grades for students with significant cognitive disabilities. 
Authors: Jacqui Kerns, Deborah Taub, and Martha Thurlow
Publication Date: 2020
Publisher: University of Minnesota, TIES Center

Standards-based Individualized Education Programs (IEPs) for Students Who Participate in AA-AAS
This brief provides information about creating a standards-based IEP for students who participate in alternate assessments based on alternate achievement standards. The brief includes information about: how an IEP differs from curricula; individualization of the plan; creating systems-level support for standards-based IEPs; and guidelines for incorporating grade-level standards.
Author: Diane M. Browder
Publication Date: October 2015
Publisher: National Center and State Collaborative 

Talking About Grading with Parents or Guardians and Students for Inclusive Classrooms
This Ties Inclusive Practice Series TIPS article provides suggestions to teachers about how to effectively communicate how grades are assigned to student work and report cards and what they mean.
Authors: Elizabeth Reyes, Shawnee Wakeman, and Martha Thurlow
Publication Date: 2020
Publisher: University of Minnesota, TIES Center

Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention
These findings demonstrated that students with moderate ID can learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time.
Authors: Jill H. Allor, Patricia G. Mathes, J. Kyle Roberts, Francesca G. Jones, and Tammi M. Champlin
Publication Date: 2010
Publisher: Division on Autism and Developmental Disabilities, Council for Exceptional Children

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