Significant Cognitive Disabilities

Significant Cognitive Disabilities, Inclusion, Instruction

Universal Design for Learning (UDL) for Students with Complex Access Needs

Master the principles of UDL, overcome implementation barriers, assess lesson fidelity, and design universally inclusive lessons for all students.

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Significant Cognitive Disabilities, Inclusion

Inclusive Education Team Meeting Agenda/Minutes

This blank agenda template can be used to prepare for an inclusive education implementation team meeting.

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Significant Cognitive Disabilities, Inclusion, Transition

Guide to Implementation for Transitioning a Student from a Self-Contained to a General Education Classroom

This guide lists specific steps you can take to transition a student with complex access needs from a self-contained to a general education classroom.

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Significant Cognitive Disabilities, Instruction

Teaching Routines and Procedures

In this video, Ayo Jones discusses how to teach routines and procedures.

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Significant Cognitive Disabilities, Autism, Assistive Technology, Instruction

Assistive Technology: Mid-Tech AAC Device - Single Button

This video shows one educator sharing how she uses the various features of a single-button mid-tech augmentative and alternative communication device with students in her classroom.

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Significant Cognitive Disabilities

Straight talk with Bianca Salinas

In this video, Bianca Salinas talks about building a relationship with the school and the benefits of working as a team.

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Significant Cognitive Disabilities, Instruction

Creating a Class Schedule

In this video, Ayo Jones discusses creating schedules.

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Significant Cognitive Disabilities, Transition

Resources and help available: Get on the waiting lists now

In this video, Laura Bucker talks about getting on waiting lists for resources early in a student's life.

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

Data Collection: A-B-C Recording

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

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Significant Cognitive Disabilities, Inclusion

Fidelity Checklist and Reflection Tool: Creating and Sustaining Peer Networks

This self-check will help you determine where your team is currently performing in regards to Creating and Sustaining Peer Networks for students with complex access needs.

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Significant Cognitive Disabilities

Universal Design for Learning (UDL) for Students with Complex Access Needs

Inclusive Education Team Meeting Agenda/Minutes

Guide to Implementation for Transitioning a Student from a Self-Contained to a General Education Classroom

Teaching Routines and Procedures

Assistive Technology: Mid-Tech AAC Device - Single Button

Straight talk with Bianca Salinas

Creating a Class Schedule

Resources and help available: Get on the waiting lists now

Data Collection: A-B-C Recording

Fidelity Checklist and Reflection Tool: Creating and Sustaining Peer Networks

Texas Significant Cognitive Disabilities Contacts

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