10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability
This article provides educators and IEP team members with a framework for reflecting on current reading practices to make research-based adjustments that are likely to improve student outcomes. Each tip describes the rationale for the recommendation and provides implementation guidance.
Authors: Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba, and Lauren M. LeJeune
Publication Date: 2016
Publisher: Teaching Exceptional Children
Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software and professional development materials to school personnel in order to improve access to assistive technology.
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: TIES Center, University of Minnesota
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: TIES Center, University of Minnesota
Debunking Myths about Inclusive Education for Students with the Most Significant Cognitive Disabilities
There are many myths about including students with the most significant cognitive disabilities in general education classrooms. This brief debunks six of them and provides additional resources for each.
Authors: Ricki Sabia and Martha L. Thurlow
Publication Date: February 2022
Publisher: University of Minnesota
Down Syndrome Factsheet (for Schools)
This factsheet provides information on what teachers should know about students with hemopphilia and how to support their learning in the classroom.
Publication Date: February 2022
Publisher: KidsHealth
Educating a Child with Down Syndrome in an Inclusive Kindergarten Classroom
This case study describes the journey of a kindergartner with Down Syndrome in an inclusive classroom. Characteristics of the participant are discussed in comparison to characteristics of children with Down Syndrome and the impact of those characteristics for the child’s overall development. Various strategies that were effectively used to facilitate the child’s participation, transitioning, academics, and social skills are addressed. The child’s improvements in various areas of development as a result of inclusion in the kindergarten classroom are discussed.
Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms
This TIPS sheet shares grading considerations and potential adaptations for grading to provide fair and accurate grades for students with significant cognitive disabilities in inclusive classrooms.
Publication Date: August 2020
Publisher: TIES Center, University of Minnesota
Homework in the Inclusive Classroom
Information and recommendations provided in this TIPS sheet specifically relate to the collaborative educational team process for how to make homework successful for students with the most significant cognitive disabilities in inclusive classrooms.
Publication Date: November 2019
Publisher: TIES Center, University of Minnesota
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 Saunders, Shawnee Wakeman, Elizabeth Reyes, Martha Thurlow, and Terri Vandercook
Publication Date: March 2020
Publisher: TIES Center, University of Minnesota
Providing Meaningful General Education Curriculum Access to Students with Significant Cognitive Disabilities
This brief discusses what access to and progress in the general education curriculum means for students with the most significant cognitive disabilities. It 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. It is the achievement expected on the same grade-level content that can be reduced in breadth, depth, and complexity
Authors: Ricki Sabia, Jessica Bowman, Martha Thurlow, and Sheryl Lazarus
Publication Date: July 2020
Publisher: TIES Center, University of Minnesota
Standards-based Grading and Report Cards in Inclusive Elementary and Middle Schools
This 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.
Publication Date: August 2020
Publisher: TIES Center, University of Minnesota
Standards-based Individualized Education Programs (IEPs) for Students Who Participate in AA-AAS
This brief provides guidelines and examples from the National Center and State Collaborative (NCSC) resources to use when creating standards-based IEPs for students in AA-AAS.
Publication Date: October 2015
Publisher: National Center and State Collaborative
Talking About Grading with Parents or Guardians and Students for Inclusive Classrooms
This TIPS sheet shares grading considerations and potential adaptations for grading to provide fair and accurate grades for students with significant cognitive disabilities in inclusive classrooms.
Publication Date: August 2020
Publisher: TIES Center, University of Minnesota