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  3. Tips and Strategies For Special Education

Social Communication: Incorporating Communication Devices

Significant Cognitive Disabilities, Assistive Technology

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In this video, Ayo Jones discusses how to incorporate communication devices into classroom activities. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Social Communication.

Related Course

  1. 1

    Robust Vocabulary
  2. 2

    Student-centered Vocabulary
  3. 3

    Motor Planning
  4. 4

    First-Then Charts
  5. 5

    Teaching Routines and Procedures
  6. 6

    Creating a Class Schedule
  7. 7

    Setting an Agenda for Team Meetings
  8. 8

    Defining Team Roles and Responsibilities
  9. 9

    Taking a Standard and Making It Accessible
  10. 10

    Academic Rigor
  11. 11

    Differentiation in Action
  12. 12

    Getting Started with Stations
  13. 13

    Task Analysis and Chaining
  14. 14

    Ideas for Advocating for Students with Complex Access Needs
  15. 15

    Student Confidentiality
  16. 16

    Student Portfolios for Students with Complex Access Needs
  17. 17

    Transitioning Students to New Educational Settings
  18. 18

    Presuming Competence when Communicating with Students with Disabilities
  19. 19

    Meeting the Sensory Needs of Your Students
  20. 20

    Importance of Offering Choices to Students
  21. 21

    Behavior as Communication
  22. 22

    Proactive Behavior Strategies
  23. 23

    How to Differentiate Instruction for Students with Disabilities
  24. 24

    Alignment to State Standards: Involving Young Students in the IEP Process
  25. 25

    Classroom Climate: Creating Independent Work Systems
  26. 26

    Social Communication: Incorporating Communication Devices
  27. 27

    Social Communication: Giving Wait Time

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Autism, Transition

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Significant Cognitive Disabilities, Instruction

Technical Assistance: Behavior Supports and Guidance for Students with Disabilities

State Guidance, Behavior

Special Education Full and Individual Initial Evaluation (FIIE) Timeline and Frequently Asked Questions (FAQ)

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Least Dangerous Assumption: Evidence Based Practices for Students with Down Syndrome

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Significant Cognitive Disabilities, Behavior

A Parent's Guide to Early Childhood Intervention and Early Childhood Special Education

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