SIS measures the individual’s support needs in personal, work-related, and social activities in order to identify and describe the types and intensity of the supports an individual requires. SIS was designed to be part of person-centered planning processes that help all individuals identify their unique preferences, skills, and life goals.
Type: Assessment and Instruction Matrix Resource
Serving learners from kindergarten through age 21, this field-tested curriculum examines the role of community living domains, functional academics, and embedded skills, and includes practical implementation strategies and indispensable information for preparing students whose learning needs go beyond the scope of traditional academic programs.
Type: Assessment and Instruction Matrix Resource
Provides school personnel with a systematic way to address critical transition planning areas that are mandated by the Individuals with Disabilities Education Act of 2004 and to account for individual students preferences, interests, strengths, and needs. There is a modified TPI form for students with significant disabilities.
Type: Assessment and Instruction Matrix Resource
The award-winning Unique Learning System is a one‑of‑a‑kind program designed specifically to give students with complex learning needs meaningful access to the general education curriculum.
Type: Assessment and Instruction Matrix Resource
This video defines inclusion, reviews research, and provides resources for the inclusive education of students with significant cognitive disabilities. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 7.
Type: Resource General
uPAR gives you data that shows the way each student learns best—and the specific level of text that can be understood by each student when listening (with a reading accommodation) compared to independent reading.
Type: Assessment and Instruction Matrix Resource
Resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are candidates for learning manual language systems
Type: Assessment and Instruction Matrix Resource
This phase focuses on laying the foundation for inclusive education by exposing the team to the fundamental core elements of inclusive education. It concentrates on professional development to create change by inspiring a mind shift for an inclusive vision regarding students with the most significant cognitive disabilities and complex access needs.
Type: Resource HTML
After transitioning the original set of target students into a general education classroom, Phase Three focuses on reflecting on the team’s progress in their Inclusive Education Implementation Plan, determining what they have been able to implement with fidelity, what needs to be adjusted to increase fidelity, and then expanding true inclusive education to more students within the school and…
Type: Resource HTML
We have laid the foundation for inclusive education. Now is the time to identify specific students with significant cognitive disabilities and complex access needs to begin moving toward a more inclusive setting. The team must decide when they feel comfortable and prepared enough to enter Phase Two. Phase Two relies on intense team collaboration and critical problem-solving as each school has…
Type: Resource HTML
