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High Leverage Practices for Students with Disabilities

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High Leverage Practices for Students with Disabilities

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Every Student Succeeds Act (ESSA) | U.S. Department of Education

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UDL Implementation Guide for Educators in Texas

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UDL Implementation Guide for Educators in Texas

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The Problem

This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities. Think about your student with significant cognitive disabilities and what you are teaching, and let's get started!

Grab your lesson and let's get started! How much time do you have?

Select a timeframe to begin working on your lesson:

In 5 minutes: you will identify the most important content (what) and instructional strategies (how) in the lesson.

In 15 minutes: you will dig deeper into lesson design and get ideas to implement a specific instructional strategy to reduce barriers for students, including students with significant cognitive disabilities.

In 45 minutes: you will have the opportunity to build your own skills or facilitate learning opportunities for all students, including a student with significant cognitive disabilities.

Let's connect with your colleague

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway
Minneapolis, MN 55414 Phone: 612-626-1530 www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES Lessons for All: 5-15-45 | TIES Lessons for All: The 5-15-45 Tool

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This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities.

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Find the right classroom accommodations for your student.

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iPAL Interactive App Wheel: An Assistive Technology Tool for student, by students

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iPAL Interactive App Wheel: An Assistive Technology Tool for student, by students

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UDL Implementation Guide for Educators in Texas

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UDL Implementation Guide for Educators in Texas