- This course is dedicated to ensuring a high quality and evidence-based education for students with the most significant cognitive disabilities. This training will examine behavior management through the lenses of connection/relationship, communication, and choices. Educators will provide appropriate and effective behavioral supports for students with complex access needs. The following concepts…Type: Learning Opportunity
- This course is the third in our Inclusion Series. This course is focused on the process of transitioning students with complex access needs into the general education classroom. The content in this training aligns with the information in Chapter 7 of Cheryl M. Jorgensen's book (2018), It’s More Than “Just Being In:” Creating Authentic Inclusion for Students with Complex Support Needs. The…Type: Learning Opportunity
- This is the fifth in our Inclusion Series. This course covers the principles of UDL and barriers to implementation. The learning objectives for this training are: Define the three principles of UDL. Give examples of how these principles are operationalized. Utilize a self-assessment tool to analyze a lesson or unit for its fidelity to the principles of UDL. Create a universally designed lesson or…Type: Learning Opportunity
- This data tool provides graphed visual of progress. For more information about collecting data for students with significant cognitive disabilities, view the Monthly Instructional Guides for Students with Complex Access Needs - September Checklist .Type: Resource General
- Example of a form that could be used to document occurrences of a Traumatic Brain Injury (TBI) in a student’s school health record. For more information about working with students who have experienced a TBI/concussion, view Understanding Traumatic Brain InjuryType: Resource General
- In this video, Cheryl Jorgensen, an expert on inclusion for students with the most complex access needs, explains why valued membership in general education so important to students. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 7.Type: Resource General
- Examples of academic lessons incorporating movement and engagement for students of all ability levels. For more information about adding movement to educational tasks for students with significant cognitive disabilities, view the Monthly Instructional Guides for Students with Complex Access Needs - January Checklist .Type: Resource General
- Achievement of students with IEPs and associated relationships with an inclusive MTSS framework, The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period…Type: Resource HTML
- This companion document to the Rubric of Effective Practices for Students with Significant Cognitive Disabilities 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. While the document makes note of where Rubric Indicators may align with the T-TESS Dimensions, it…Type: Resource General
- This sample schedule can be edited to organize the day for classroom Staff. This document aligns with the Rubric of Effective Practices from TX CAN Indicator II: Effective Teams and Indicator II: Classroom Climate.Type: Resource General
