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Texthelp Arkansas-Read & Write, Equatio, uPar

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Texthelp Arkansas-Read & Write, Equatio, uPar

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Arkansas - Welcome to the Texthelp Family

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Every student in Arkansas now has access to three Texthelp tools - Read&Write, Equatio, and uPar - to help increase student achievement in reading and mathematics.

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Accessible Educational Materials information for the State of Arkansas.

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2. Slides-Inclusive Practices Evolving Role (May 2023).pdf

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Reimagining Special Education: Using Inclusion as a Framework to Build Equity and Support All Students

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Reimagining Special Education: Using Inclusion as a Framework to Build Equity and Support All Students [Rufo Ed.D., Dr. Jenna Mancini, Causton Ph.D., Julie] on Amazon.com. *FREE* shipping on qualifying offers. Reimagining Special Education: Using Inclusion as a Framework to Build Equity and Support All Students

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General and Special Educators Collaborating in a Professional Learning Community

As states adopt more rigorous academic standards, schools must define how special education fits into standards-aligned curricula, instruction, and assessment. Utilizing PLC practices, general and special educators must develop collaborative partnerships in order to close the achievement gap and maximize learning for all. The authors encourage all educators to take collective responsibility in improving outcomes for students with special needs.
Benefits

Use the key ideas and four critical questions of a PLC to maximize learning for all students.

Learn when conditions make special education services most effective.

Determine priority standards, and study the steps for unpacking these standards into learning targets.

Discover what tailored instruction does and does not mean.

Consider common team structures that support effective collaboration.

Develop instructional plans using reproducibles.

TABLE OF CONTENTS

Introduction: Improving Outcomes for All Students Chapter 1: Understanding the History and Reality of Special EducationChapter 2: Collaborating for All StudentsChapter 3: Developing a Culture of Shared Learning ExpectationsChapter 4: Establishing What All Students Should LearnChapter 5: Designing Standards-Aligned Instruction for Student SuccessChapter 6: Determining Criteria for AssessmentChapter 7: Planning Goals and Monitoring Progress for All LearnersChapter 8: Responding When Students Don't Learn
Part I: Closing the Gap Through Collaboration

Part II: Closing the Gap Through a Focus on Learning and Results

Appendix A: Reproducibles
Appendix B: Glossary

REPRODUCIBLES

SUGGESTED RESOURCES

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Utilizing PLC practices, general and special educators must develop collaborative partnerships to close the achievement gap and maximize learning for all.

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Arkansas DESE-OSE Inclusive Practices Website

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Arkansas DESE-OSE Inclusive Practices Website

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Welcome to information pertaining to inclusive education provided by the Arkansas Division of Elementary and Secondary Education's Office of Special Education (DESE-OSE). In alignment with the Arkansas State Systemic Improvement Plan (SSIP), DESE supports the implementation of inclusive education

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HLP #4

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Author(s): James McLeskey Lawrence Maheady Bonnie Billingsley Mary T. Brownell Timothy J. Lewis

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High Leverage Practices for Inclusive Classrooms (2nd ed.)

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High Leverage Practices for Inclusive Classrooms (2nd ed.)

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One of the many responsibilities schools are charged with is to promote a safe and welcoming classroom and school community where individual differences are valued, embraced, and evident. Building an inclusive classroom community means implementing practices where all students, regardless of

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Individuals with Disabilities Education Act

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Welcome to the U.S. Department of Education's Individuals with Disabilities Education Act (IDEA) website, which brings together IDEA information and resources from the Department and our grantees.

Whether you are a student, parent, educator, service provider, or grantee, you are here because you care about children with disabilities and their families and want to find information and explore resources on infants, toddlers, children, and youth with disabilities.

Thank you for visiting the IDEA website. If you have feedback regarding the site, please let us know on our blog.

IDEA Updates
View past IDEA Updates

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education's Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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A Summary of the Evidence on Inclusive Education

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A Summary of the Evidence on Inclusive Education

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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A short video by Katie Novak

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UDL for Learning to Help all Children Read

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UDL for Learning to Help all Children Read

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The below article was originally published in 2017 and it continues to be a top read, so we have updated for 2022!

All too often, when I speak with teachers about integrating Universal Design for Learning (UDL) into their classrooms, I get feedback that it simply isn't possible.
"I can't provide options; I teach math." "I have standards I need to meet, so options are off the table!"
UDL is a standards-based curriculum design. This means it can be incorporated into any learning environment, regardless of subject, content, or standards. Let me explain.

When creating a UDL lesson plan, you need to start with the standard. First, determine if your standard is a content standard or a method standard.

Content Standards

Content standards are those that show a student has attained knowledge. For example, your student may need to know what photosynthesis is and how it works, know what started the Civil War, or be able to explain the characterization of Boo in To Kill A Mockingbird. To identify a content standard, look for verbs like explain, demonstrate, describe, or analyze. Here are a few examples from the Common Core:

CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.MATH.CONTENT.7.NS.A.1.A
Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

Method Standards

Method standards, on the other hand, demonstrate that a student has learned how to do something and has attained a skill. These standards are action-oriented: your students may need to know how to divide with decimal points, conjugate irregular verbs, conduct a series of steps for a scientific experiment, or come up with an intelligent response to a primary source document. To identify a method standard, look for verbs like write, use, measure, solve. Here are a few examples from the Common Core:

CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.MATH.CONTENT.7.RP.A.2.C
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

CCSS.ELA-LITERACY.WHST.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).¹ Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.²

Think about the end goal you want the students to achieve. Ask yourself, "at the end of this lesson or unit, what do my students have to know or what do they need to be able to do?" Brainstorm all of the possible ways that a student could potentially show you that they have met the standard. Dig deep; it isn't easy at first!

For example, if a student needs to demonstrate he has met a content standard, you could have the student give a speech for the class, create a skit with other students, design a poster, comic strip, or multi-media presentation, or write an essay. There are so many options available for a student to convey knowledge to you.

If you need a student to demonstrate she has met a method standard, you could give the student the option of working alone, working in a group, using an exemplar or graphic organizer or math reference sheet, or working alongside the teacher.

The level and type of choices you provide will be determined by the standard.

So, next time you find yourself reviewing a standard, don't jump to a quick conclusion about how your traditional assessment is the only way to measure if the student has met the standard. Instead, ask yourself, "is there any other way my students could show me they have met this standard?" Sometimes the answer will be no. But when we tap into our creative sides, we often find that the options we can provide are broad (and fun!).

By incorporating options into your classroom, you will captivate and motivate your students. It isn't an easy transition for all teachers. Just like students, there is a lot of variability among teachers. For some it will come easy and naturally, and others will need to try, try, and try again. Regardless of where you start, you will eventually find how well UDL works for you, your classroom, and students. Once you see the results, I promise you won't turn back.

For more information on how to design universally designed lessons for all standards,

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UDL is a Standards-Based Curriculum Design

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When creating a UDL lesson plan, you need to start with the standard. Integrating Universal Design for Learning (UDL) into classrooms is possible!

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UDL Strategies to Provide Specially Designed Instruction in the General Education Classroom

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UDL Strategies to Provide Specially Designed Instruction in the General Education Classroom

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Universal Design for Learning: Theory and Practice (FREE online book)

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Universal Design for Learning: Theory and Practice (FREE online book)

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Read Universal Design for Learning: Theory and Practice for Free in Clusive! - CAST

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Our flagship publication is now available at no cost on our flexible and customizable digital reading tool.

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"Exceptionally well written, impressively 'reader friendly' in organization and presentation, offering a complete course of instruction in a single 196 page volume, this new third edition of 'UDL Now!: A Teacher's Guide to Applying Universal Design for Learning' will have a very special appeal and value to anyone with an interest in Special Education and Inclusive Education."

- Midwest Book Review, September 2023
"Katie can take a complicated idea and make it attainable and accessible for everyone. She makes you feel empowered and confident in your ability to make a difference every day."
- George Couros, author of The Innovator's Mindset and Innovate Inside the Box
"Katie Novak's well-articulated know-how about how to put UDL into practice has helped many thousands of educators. ... She can describe what she does without evaporating the awe, the joy, the sublimity of what great teaching is really like."- David H. Rose, Ed.D, Founder of CAST and of the UDL Guidelines"What Katie Novak does so well is model the benefits of Universal Design for Learning in her writing. It is accessible, it is helpful, and it is a clear manifesto on how UDL serves all learners, ultimately supporting their growth in and out of the school environment. If you need to read one book on UDL, this is it!" - A.J. Juliani, author of Adaptable, a Wall Street Journal and USA Today bestseller"Katie is such a force, and this latest edition of UDL Now is more evidence of how she is changing education for the better. She has such a magical way of making the abstract accessible and reminds us about the critical importance of how UDL can increase equity and inclusion in all of our classrooms and schools. This new edition tackles new and current questions and has managed once again to show us how UDL can be manageable. I will recommend this book to anyone and everyone. Read this now!" - Shelley Moore, Canadian educator and special education expert"Whether you are skeptical or motivated about UDL, this book has something for you. In this updated version, Katie pulls each reader into a journey of discovery, design and delight. I love the anecdotes, the transparency, and the invitation to revise. Katie has equipped every reader to face ourselves by modeling the characteristics of an expert learner and giving us the inspiration to do the same. Brilliant!" - Andratesha Fritzgerald, author of Antiracism and Universal Design for Learning
" UDL Now brilliantly weaves together stories, research, and complementary frameworks that are crucial to ensuring all learners thrive in our modern world. Katie delivers practical tips for how to address beliefs, skills, and strategies, and systems to ensure you can design learning experiences for the variability in your classroom and support each learner to navigate their unique path. This is a must read for every educator!"
- "Katie Novak is not only an incredible educator, she's an incredible learner. The third edition of UDL Now! brings together everything that Katie has learned since she wrote the first edition. Jam-packed with fresh tips, tools, and strategies, this book will help any educator who knows that, as Katie writes we have a 'moral imperative of designing and delivering instruction that embraces diversity, equity, and inclusion.' Whether you are learning on your own, with your PLC, or as a school, UDL Now! provides a comprehensive book that will help shift our minds and excite and empower our students. Furthermore, any instructional leader will move their school forward by incorporating this resource with their faculty." Katie Martin, author of Evolving Education: Shifting to a Learner-Centered Paradigm, and Chief Impact Officer at the Learner-Centered Collaborative"Katie Novak has done it again! She has delivered an accessible, timely, and solution-rich resource to help educators implement Universal Design for Learning in classrooms and schools. Her book moves beyond the theoretical to provide clear and concrete explanations and strategies to help educators remove barriers and support students in becoming expert learners. With this comprehensive update, Katie shows what it takes today and tomorrow to ensure equal opportunity for learners of all backgrounds."
- Henry J. Turner, EdD, school principal and co-author of Change the Narrative: How to Foster an Antiracist Culture in Your School
"Innovative topic + practical strategies + joyful writing = an inspiring masterpiece! Wow, I loved it! UDL Now! is the essential guide to evolving beyond one-size-fits-all to design learning experiences where each learner can thrive and flourish academically, behaviorally, socially, and emotionally. Dr. Novak brings research and theory to life through captivating analogies, stories, and examples, empowering us to unlock the power and promise of UDL. If you are ready to cultivate authentic learning communities and design inclusive, accessible, and engaging lessons, this book is for you! I cannot recommend it enough!"
- Catlin R. Tucker, EdD, author, blended learning expert, and former teacher of the year in Sonoma County, California
"Katie Novak hits it out of the park with UDL Now! Just when you think you knew UDL, you read her book and there are so many new and fresh ideas. Katie has a way of turning theory into practice with her powerful anecdotes, compelling visuals, and rich research-based content. Wherever you are in your education journey, there are so many ideas, examples, and practical applications that can be implemented for all educators!"
- Lainie Rowell, educator, TEDx speaker, and lead author of Evolving Learner: Shifting from Professional Development to Professional Learning from Kids, Peers, and the World
"UDL Now is the book for every educator seeking to understand UDL and how to best provide for all students. Throughout the book, Katie provides research, guidelines for implementation, solid strategies, and reflective - Rachelle Dené Poth, Spanish and STEAM: Emerging Technologies teacher, and past-president of ISTE's Teacher Education Network questions, to support educators as they bring UDL into their practice. In this new edition, she guides us to understand the connection between UDL and equity and how to best provide authentic, meaningful, and relevant learning that meets the needs and interests of all students. Katie knows how to tell a story and relate to educators in a way that offers instant reassurance and support. Whether you hear her speak or read her work, you will be inspired to do whatever it takes for students. UDL Now is a must-read for every educator wanting to empower all students in learning."
- Nathan Lang-Raad,EdD, coauthor of The Boundless Classroom Designing Purposeful Instruction for Any Learning Environment

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UDL Now! Guide to Applying Universal Design for Learning in Classrooms

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Best Seller and a must-read for all teachers and admin looking to reach all students! A Guide to Applying Universal Design for Learning (UDL) in Classrooms

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IRIS Module-UDL: Creating a Learning Environment that Challenges and Engages All Students

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IRIS Module-UDL: Creating a Learning Environment that Challenges and Engages All Students

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).

This module was developed in collaboration with CAST.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours). This module was developed in collaboration with CAST.

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High Leverage Practices in Special Education downloadable book 

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High Leverage Practices in Special Education downloadable book 

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Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices are 22 essential special education techniques that all teachers of students with disabilities should master for use across a variety of classroom contexts. Six of these practices are referred to as pillar practices-those most essential for educators to implement; and the remaining[.....]

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Why Inclusive Principal Leadership Matters

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Why Inclusive Principal Leadership Matters

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CCSSO and the NCIPL believe inclusive school principals are vital to address these challenges.

Inclusive principals ensure each student excels and feels safe, supported, and valued in school. Inclusive principals establish high expectations and provide appropriate supports for students with disabilities. They play an essential role in improving instruction, promoting collaboration between general and special education teachers, and retaining effective teachers of students with disabilities.

Investing in inclusive principal leadership is a powerful, cost-effective strategy to elevate teaching and learning. And leadership practices for students with disabilities benefit all students. When a principal cultivates a school environment where each student feels safe, supported, and valued, students with disabilities, along with other students who struggle to learn in school, can thrive.

This online guide offers state education leaders high-impact strategies and resources to develop inclusive principals who can advance positive outcomes for students with disabilities.

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Why Inclusive Leadership - CCSSO Inclusive Principals Guide

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As states implement their plans for the Every Student Succeeds Act, and as many also update their professional standards for school leaders and their preparation, states have an opportunity to deepen and refine their principal development priorities to focus on equity and inclusion.

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Resource Library | Stetson & Associates, Inc.

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Our Resource Library provides teachers with free access to resources that support students as well as instructional practices.

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We envision a society where neighborhood schools welcome all learners and create the foundation for inclusive communities.

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

You will find tools to help you learn about inclusive education, inspire others, and plan lessons that work for all students. We focus on moving students from less inclusive to more inclusive educational environments. The TIES Center Core Values drives all of our work.

What is inclusive education?

One in which each and every student is valued and fully supported as active and engaged participants in their school.

All students, including students with extensive support needs, are supported to succeed in making academic progress, building friendships, and engaging in extracurricular activities along with their grade-level peers.

Read more about how TIES approaches inclusive education

Who are the students with extensive needs?

Students with extensive support needs are students who require intensive and individualized instruction and substantial supports to access the curriculum.

These are most often students classified for special education services under the categories of autism, intellectual disability, multiple disabilities, and deaf-blindness.

Students with extensive support needs may include, but are not limited to, students with significant cognitive disabilities.

Why can you rely on the information you find on the TIES website?

TIES brings together recognized experts in inclusive education to provide evidence-based resources, tools, curricula, and reports so students with disabilities, including those with extensive support needs, can learn in classrooms with their non-disabled peers.

From 2017-2022, TIES was funded through a grant from the U.S. Department of Education, Office of Special Education Programs.

How can TIES help?

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TIES helps educators, parents, and administrators create and support inclusive school communities

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

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Dr. Baked Potato: How can we scaffold complexity?

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What's New

Statewide Family Series: The Least Restrictive Environment for Students with Disabilities (2023-2024)
Join the Florida Inclusion Network (FIN) for a series of statewide family sessions related to the best practices for supporting students with disabilities in the least restrictive environment (LRE).

What's New

Our Services

The Florida Inclusion Network (FIN) collaborates with all districts and schools to provide customized services and supports ensuring all students with disabilities have the same educational, social, and future opportunities as their peers. We offer:

District Capacity Building

Family Support and Resources

School-Based Planning, Implementation and Support

Resources and Products

Learn more >

Let's review some statistics about our Project

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My professional development with FIN was amazing, complexed, simply explained and very helpful.

FIN taught me how to have a better understanding of an inclusive setting and how to teach in it.

FIN facilitators have great facilitation skills and our district loved how smooth the process was for leading a team to derive at a consensus and make final decisions.

The support has been instrumental, and we are so fortunate to have the Florida Inclusion Network as a resource as we continue to reflect and refine our craft.

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Statewide Family Series: The Least Restrictive Environment for Students with Disabilities (2023-2024) Join the Florida Inclusion Network (FIN) for a series of statewide family sessions related to the best practices for supporting students with disabilities in the least restrictive environment (LRE).

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Inclusive Education: It's not more work, it's different work!

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The Inclusive Schools Network, sponsored by Stetson & Associates, Inc., is a web-based educational resource for families, schools, and communities, providing information and resources that facilitate inclusive education practices.

We support schools around the globe by sharing tools and strategies to increase opportunities for students with disabilities and build knowledge of inclusive education.

Join us each year to celebrate Inclusive Schools Week™ and recognize the accomplishments of schools and communities in ensuring equity and access for all students.

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Inclusive Schools Network | Supporting Inclusive Education

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We support schools worldwide with tools and strategies to increase opportunities for students with disabilities and expand awareness of inclusive education.

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Hello and welcome to our new website! We are so excited to share our new site www.inclusiveschooling.com and all of our updated services, courses, and resources! Inspire Inclusion, Dr. Julie Causton's original site, has helped us reach so many wonderful educators, parents and administrators and we are grateful to now have this opportunity to continue to grow and support folks interested in creating [...]

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Teacher's Desk Reference on Inclusive Practices

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Teacher's Desk Reference on Inclusive Practices

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What Does an Inclusive Classroom Look Like? 

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What Does an Inclusive Classroom Look Like? 

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What Does an Inclusive Classroom Look Like?

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If you are reading this post, you are probably searching for information to make sure that your child or someone very special to you is receiving the best educational services possible to meet their individual needs. Thank you for being an advocate for effective inclusive practice. What is inclusion, and…

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Assistive Technology Resource Guide for Arkansas Schools

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Assistive Technology Resource Guide for Arkansas Schools

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Arkansas AT Consideration Resource Guide

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Arkansas AT Consideration Resource Guide

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What is AT? - Assistive Technology Industry Association

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Learn more about assistive technology: products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities.

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1. Home

2. Our Work

3. Accessibility & Inclusive Technology

Much of CAST's work since 1984 has focused on accessibility and how important accessibility is in any learning environment. Our Centers and projects focus on expanding the availability and use of accessible materials as well as creating more inclusive technology systems that incorporate accessible systems and practices.

Featured Projects

Browse all projects

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Accessibility & Inclusive Technology - CAST

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CAST has a long history of work in accessibility and accessible materials.

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The Role of Paraprofessionals in the Inclusive Class

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The Role of Paraprofessionals in the Inclusive Class

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The Role of the Paraprofessional in the Inclusive Class

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As policy and procedures have evolved over the years within education, the role of teachers and paraprofessionals has also changed. Managing the work of paraprofessionals has become a more common component of effectively run classrooms. Paraeducators who were once responsible for clerical duties to support teachers

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Effective and High Leverage Practices for Paraeducators

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Effective and High Leverage Practices for Paraeducators

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Program Information

We all know it. Paraeducators are critical to special education. Many in the special education field are already using the High-Leverage Practices (HLPs) to address the most critical issues in special education.Paraeducators need these practices too-and we got you covered.

In collaboration with the In this Paraprofessional Resource & Research Center and the FREE on-demand, eLearning program designed for paraeducators, you will be introduced to four areas of high-leverage practice: Collaboration, Assessment, Social/Emotional/Behavioral, and Instruction. CEEDAR Center, the Council for Exceptional Children is excited to provide paraeducators with a learning program focused on your unique role as a paraeducator and how that aligns with specific HLPs.

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Effective and High-Leverage Practices for Paraeducators

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In collaboration with the Paraprofessional Resource & Research Center and the CEEDAR Center, the Council for Exceptional Children is excited to provide paraeducators with a learning program focused on your unique role as a paraeducator and how that aligns with specific high-leverage practices (HLPs), to better support students with these effective practices in the classroom every day.

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University of Colorado's Paraprofessional Resource & Research Center

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University of Colorado's Paraprofessional Resource & Research Center

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PARAprofessional resource & research center

The Paraprofessional Resource and Research Center (PAR²A Center) is a part of the School of Education & Human Development at the University of Colorado Denver. The mission of The PAR²A Center is to develop a qualified and effective workforce consisting of degreed and non-degreed personnel in the fields of early intervention, education and human services. The Center focuses on enhancing education and services for ALL children and youth (from birth through 21 years), especially those at risk, through policy creation, professional development and research with regards to roles and responsibilities, coaching and mentoring and career ladders for personnel.

In addition to being the premier source of information on paraprofessionals (paraeducators) working in the fields of education and human services, the center is a nationally recognized leader for:

Research-based Train the Trainer (TOT), coaching and supervision models.

Competency-based curriculum development and instructional materials.

Innovative pathways and pipelines that transition indigenous candidates to teacher positions in high-need schools.

All inquiries concerning PAR²A Center services such as:

Paraeducator training

Paraeducator supervision training for teachers and administrators

Train the Trainer model for teachers and administrators

Mentor training

Please contact: Ritu Chopra, Executive Director or call 720-588-9681
Click here for the PAR²A Center overview brochure
PAR²A Center Accomplishments

19 individuals have completed and passed the National Intervener Certificate E-Portfolio (NICE) assessment process and are now certified Interveners working with students who are deaf-blind.

Designed 22 courses and instructor manuals for K-12 paraeducators as well as 17 courses and instructor manuals for Early Intervention Paraprofessionals that lead to a variety of certificates

Trained over 12,000 individual paraeducators

Trained over 3,500 licensed professionals in paraprofessional supervision

Trained over 1,300 trainers to deliver curriculum to paraprofessionals

Transitioned over 300 paraeducators and other non-traditional students to teachers mainly in high-need subject areas - Special Education, Bilingual Education, Math and Science

Acted as an advisory body to Colorado state departments on issues related to paraprofessionals

Impacted policies in other states

Convened state level coalitions that focus on paraprofessional issues

Developed and implemented the system of state mandated training and supervision of early intervention paraprofessionals for the state of Colorado

Developed state standards for early intervention paraprofessionals

Conducted standards-based paraprofessional curriculum review and revisions

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The Paraprofessional Resource and Research Center (PAR²A Center) is a part of the School of Education & Human Development at the University of Colorado Denver. The mission of The PAR²A Center is to develop a qualified and effective workforce consisting of degreed and non-degreed personnel in the fields of early intervention, education and human services.

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

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Six Shifts to Improve Special Education and Other Interventions: A Commonsense Approach for School Leaders

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Six Shifts to Improve Special Education and Other Interventions: A Commonsense Approach for School Leaders [Levenson, Nathan] on Amazon.com. *FREE* shipping on qualifying offers. Six Shifts to Improve Special Education and Other Interventions: A Commonsense Approach for School Leaders

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"Exceptionally well written, impressively 'reader friendly' in organization and presentation, offering a complete course of instruction in a single 196 page volume, this new third edition of 'UDL Now!: A Teacher's Guide to Applying Universal Design for Learning' will have a very special appeal and value to anyone with an interest in Special Education and Inclusive Education."

- Midwest Book Review, September 2023
"Katie can take a complicated idea and make it attainable and accessible for everyone. She makes you feel empowered and confident in your ability to make a difference every day."
- George Couros, author of The Innovator's Mindset and Innovate Inside the Box
"Katie Novak's well-articulated know-how about how to put UDL into practice has helped many thousands of educators. ... She can describe what she does without evaporating the awe, the joy, the sublimity of what great teaching is really like."- David H. Rose, Ed.D, Founder of CAST and of the UDL Guidelines"What Katie Novak does so well is model the benefits of Universal Design for Learning in her writing. It is accessible, it is helpful, and it is a clear manifesto on how UDL serves all learners, ultimately supporting their growth in and out of the school environment. If you need to read one book on UDL, this is it!" - A.J. Juliani, author of Adaptable, a Wall Street Journal and USA Today bestseller"Katie is such a force, and this latest edition of UDL Now is more evidence of how she is changing education for the better. She has such a magical way of making the abstract accessible and reminds us about the critical importance of how UDL can increase equity and inclusion in all of our classrooms and schools. This new edition tackles new and current questions and has managed once again to show us how UDL can be manageable. I will recommend this book to anyone and everyone. Read this now!" - Shelley Moore, Canadian educator and special education expert"Whether you are skeptical or motivated about UDL, this book has something for you. In this updated version, Katie pulls each reader into a journey of discovery, design and delight. I love the anecdotes, the transparency, and the invitation to revise. Katie has equipped every reader to face ourselves by modeling the characteristics of an expert learner and giving us the inspiration to do the same. Brilliant!" - Andratesha Fritzgerald, author of Antiracism and Universal Design for Learning
" UDL Now brilliantly weaves together stories, research, and complementary frameworks that are crucial to ensuring all learners thrive in our modern world. Katie delivers practical tips for how to address beliefs, skills, and strategies, and systems to ensure you can design learning experiences for the variability in your classroom and support each learner to navigate their unique path. This is a must read for every educator!"
- "Katie Novak is not only an incredible educator, she's an incredible learner. The third edition of UDL Now! brings together everything that Katie has learned since she wrote the first edition. Jam-packed with fresh tips, tools, and strategies, this book will help any educator who knows that, as Katie writes we have a 'moral imperative of designing and delivering instruction that embraces diversity, equity, and inclusion.' Whether you are learning on your own, with your PLC, or as a school, UDL Now! provides a comprehensive book that will help shift our minds and excite and empower our students. Furthermore, any instructional leader will move their school forward by incorporating this resource with their faculty." Katie Martin, author of Evolving Education: Shifting to a Learner-Centered Paradigm, and Chief Impact Officer at the Learner-Centered Collaborative"Katie Novak has done it again! She has delivered an accessible, timely, and solution-rich resource to help educators implement Universal Design for Learning in classrooms and schools. Her book moves beyond the theoretical to provide clear and concrete explanations and strategies to help educators remove barriers and support students in becoming expert learners. With this comprehensive update, Katie shows what it takes today and tomorrow to ensure equal opportunity for learners of all backgrounds."
- Henry J. Turner, EdD, school principal and co-author of Change the Narrative: How to Foster an Antiracist Culture in Your School
"Innovative topic + practical strategies + joyful writing = an inspiring masterpiece! Wow, I loved it! UDL Now! is the essential guide to evolving beyond one-size-fits-all to design learning experiences where each learner can thrive and flourish academically, behaviorally, socially, and emotionally. Dr. Novak brings research and theory to life through captivating analogies, stories, and examples, empowering us to unlock the power and promise of UDL. If you are ready to cultivate authentic learning communities and design inclusive, accessible, and engaging lessons, this book is for you! I cannot recommend it enough!"
- Catlin R. Tucker, EdD, author, blended learning expert, and former teacher of the year in Sonoma County, California
"Katie Novak hits it out of the park with UDL Now! Just when you think you knew UDL, you read her book and there are so many new and fresh ideas. Katie has a way of turning theory into practice with her powerful anecdotes, compelling visuals, and rich research-based content. Wherever you are in your education journey, there are so many ideas, examples, and practical applications that can be implemented for all educators!"
- Lainie Rowell, educator, TEDx speaker, and lead author of Evolving Learner: Shifting from Professional Development to Professional Learning from Kids, Peers, and the World
"UDL Now is the book for every educator seeking to understand UDL and how to best provide for all students. Throughout the book, Katie provides research, guidelines for implementation, solid strategies, and reflective - Rachelle Dené Poth, Spanish and STEAM: Emerging Technologies teacher, and past-president of ISTE's Teacher Education Network questions, to support educators as they bring UDL into their practice. In this new edition, she guides us to understand the connection between UDL and equity and how to best provide authentic, meaningful, and relevant learning that meets the needs and interests of all students. Katie knows how to tell a story and relate to educators in a way that offers instant reassurance and support. Whether you hear her speak or read her work, you will be inspired to do whatever it takes for students. UDL Now is a must-read for every educator wanting to empower all students in learning."
- Nathan Lang-Raad,EdD, coauthor of The Boundless Classroom Designing Purposeful Instruction for Any Learning Environment

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UDL Now! Guide to Applying Universal Design for Learning in Classrooms

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Best Seller and a must-read for all teachers and admin looking to reach all students! A Guide to Applying Universal Design for Learning (UDL) in Classrooms

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Unlearning: Changing Your Beliefs and Your Classroom with UDL - CAST Professional Publishing

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In this lively and fun book, UDL experts Allison Posey and Katie Novak identify elements of what they call “The Unlearning Cycle” and challenge educators to think again about what, how, and why they teach.

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The High-Leverage Practice guidance document was collaboratively developed by the CEEDAR Center and the Council for Exceptional Children. Along with the document itself, these supplemental resources have been created to help assist the spread and implementation of the HLPs.

As the HLPs are refreshed to reflect emerging research, evolving cultures and context, and student diversity, we have reorganized the structure to focus on HLPs that are foundational to designing and implementing high-quality instruction, while still recognizing the need for and importance of all 22 HLPs. The HLPs are now organized under the following four domains: Collaboration, Data-driven Planning, Instruction in Behavior & Academics, and Intensify & Intervene as Needed. Seven HLPs have been designated as pillar practices needed to produce strong outcomes for the broadest range of students. To reflect how HLPs work together and are used concurrently, the remaining HLPs are embedded in these pillars. The HLP refresh also includes the following: emphasis that HLPs are for all teachers, alignment with multi-tiered systems of support (MTSS), emphasis on culturally inclusive pedagogies and practices, elementary and secondary examples, and writing specific to practitioners.

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High-Leverage Practices Resources | CEEDAR

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This page provides resources and presentations regarding high-leverage practices.

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Dr. Julie Causton shares everything you need to know in the exciting world of inclusive education!

Dr. Julie Causton shares everything you need to know in the exciting world of inclusive education!

Mindset and Progress

Love Julie Causton. I have listened to her for years. Her Inclusion podcast always gives inspiration and practical solutions. Her perspective can help change one's mindset for true progress!

Thank God for Julia Causton, the NY State Special Educaiton System is SO BROKEN Time for Change

This Podcast is amazing! Time is now for change! Julia Causton is knowledgeable and experienced in Special Education/ IEP development / Building Relationships with your school district/ Educating and continuning education for Special Education Teachers and General Education Teachers, which is where it all starts.
In particular, New York State Special Educaton System is broken, ranked 49th in segregation. We are currently in our 3rd NYS hearing with our Westhampton Beach School District on Long Island NY and currently in federal court all over including my child with Down syndrome. It seems that the administration, CSE chair and NYS hearing officers are all antiquated. We need help and Julie and her Podcast is helping. Our family are so thankful and grateful for you and all of your your efforts, knowledge and your willingness to educate and fight for children who can not fight for themselves. The Killoran Family thanks you Terrie

Love the show!

Great podcast! Lots of terrific and practical tips.

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‎The Inclusion Podcast on Apple Podcasts

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Dr. Julie Causton shares everything you need to know in the exciting world of inclusive education! Dr. Julie Causton shares everything you need to know in the exciting world of inclusive education! Love Julie Causton. I have listened to her for years. Her Inclusion podcast always gives inspiration and practical solutions.

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Inclusive Education: It's not more work, it's different work...

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Video for kids on being an expert learner and UDL

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Video for kids on being an expert learner and UDL

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Why You Should Be An Expert Learner (For Kids!)

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Bringing Support TO the Students Just Let them Eat Cake!

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The Evolution of Inclusion: The past and future of education

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Easterseals Arkansas: Outreach Program & Technology Services

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Classroom Procedures and Routines Classroom Setup Resources and Links:Classroom Procedures & Routines Task AnalysisClassroom Routines & Procedures

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AR Assistive Technology Consideration Resource Guide

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AR Assistive Technology Consideration Resource Guide

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Arkansas Assistive Technology Consideration Resource Guide

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What is an inclusion facilitator-and how can these special educators help school teams ensure authentically inclusive learning environments? In their visionary guidebook Reimagining Special Education, Jenna Rufo and Julie Causton define an inclusion facilitator as:

A coach who provides job-embedded support on inclusive practices

A coordinator and collaborator who supports multiple professionals in a school to implement meaningful inclusive education

A resource for staff in building their capacity to adapt the curriculum while also creating modifications for students with the most significant needs

A consultant for educators who offers insight on positive behavioral support strategies

An agent of change with strong knowledge, interpersonal skills, and a relentless commitment to inclusive education

Inclusion facilitators can provide critical support as schools reopen after long closures and students return with greater variations in their academic and social-emotional skills. In today's post, excerpted and adapted from Reimagining Special Education, you'll learn about three different types of inclusion facilitators, how they benefit schools, and which types of facilitation work best in different settings and situations.

Building-level inclusion facilitator

A building-level facilitator provides ongoing professional development through coaching. A flexible schedule allows this inclusion facilitator to provide on-the-spot coaching and support to teachers and assist in defusing behavioral situations throughout the school. The building-level facilitator may co-plan lessons with staff and even deliver lessons jointly when teachers are trying new techniques. The facilitator also participates in grade-level planning teams to discuss upcoming content and adaptations to the curriculum, and they are involved in the school's leadership team or data team, too.
When to use this model:

When a substantial portion of the student population experiences barriers to education unrelated to disability

When a structure already exists for a variety of professionals to collaborate to meet student needs

In the initial phases of inclusive education implementation or when extensive coaching and professional development of teachers is necessary

When not to use this model:

In schools already operating at high levels of inclusive implementation with teachers assuming primary responsibility for accommodations, modifications, and behavior support

In very large schools that have numerous staff who can collaborate (Multiple individuals in this role may be necessary in this situation).

Example:
As a building-level inclusion facilitator, Colleen participates in the school's MTSS/data team alongside the principal, school counselor, psychologist, reading specialist, ESL teacher, gifted teacher, and school nurse. Each of these professionals has a unique set of skills that they use to brainstorm the most effective ways to support students with diverse needs. Colleen's knowledge of differentiating instruction to meet a wide range of needs in a single classroom is central to maintaining an inclusive environment. In Colleen's role as building facilitator, she supports not only students with disabilities, but also general education students who are experiencing barriers to their learning.

One example is Colleen's close collaboration with the kindergarten teaching team. Many students in this school have not had any preschool or early intervention, and they need assistance in learning the routines of school. She coaches the kindergarten team to implement strong classroom management strategies and the direct teaching of expected behaviors. For students who need additional behavioral supports, Colleen collaborates with the staff to implement a more individualized plan before referring students to a school psychologist or behavior specialist. In this way, Colleen plays an integral role in preventing unnecessary special education referrals.

Student-specific inclusion facilitator

In this approach, the inclusion facilitator is assigned to students included in general education who have the most significant disabilities. This might include students with intellectual disabilities, autism, or multiple disabilities, or those who require intensive emotional or behavioral supports. In a student-specific system, the inclusion facilitator becomes highly knowledgeable about the support needs of a small group of students. The facilitator works closely with the general education teachers, support personnel, specialty staff, and families of these children. When adopting this model, the inclusion facilitator is a coordinator, ensuring that a coordinated approach to service delivery is implemented.
When to use this model:

When there is a small core group of students in a school who require highly individualized support

When many individuals work individually with students and a coordinated approach to service delivery is necessary

When not to use this model:

In schools where not many students have significant support needs-specifically, small schools

When a large school has multiple students with complex needs-use this model only if multiple
individuals assume the role

Example:
Josie supports six students in a large K-5 elementary school. The students she supports are varied, but all have intensive needs. To support the needs of the students, Josie jointly collaborates with the general educator (and special education co-teacher, when applicable) assigned to each student. They meet during a common planning period once a week to discuss the upcoming curriculum and necessary modifications and accommodations. For students who require heavy modifications, teams discuss the most essential content for each student and how the student will access that material. Josie assumes responsibility for the intensive modifications for several students who require the teaching of parallel content at a more simplified level.

Josie is in regular communication with the support professionals assigned to her students; they meet periodically to assess progress and problem solve. Josie also visits classrooms weekly to observe how her students are doing and offer suggestions to the teams. At times, Josie models strategies for paraprofessionals to provide them with the necessary training to best support students. She also collaborates with her students' families by maintaining a shared electronic document-each professional can enter notes, and parents can enter any questions or comments they might have.

Content-specific inclusion facilitator

As students advance through grades and are exposed to more specialized content, their special educators must be knowledgeable of that material. A content-specific inclusion facilitator is assigned to one or two departments in a school. The content-specific facilitator works with teachers in those departments to adapt the academic content and make it accessible for students with significant needs.
When to use this model:

In middle schools and high schools, in which content knowledge becomes more specialized and subject-specific expertise is important

In large schools that have multiple players across various departments

In schools that are departmentalized by subject to build trusting relationships with staff

When not to use this model:

In elementary schools, in which general education teachers function largely as generalists and teach multiple subjects

In small schools, in which collaboration among staff is already high

Example:
Inclusion facilitator Adriana supported her colleague Will, an environmental science teacher who had a student with an intellectual disability, Raj, in his class. This was Will's first experience working with a student who needed intense modifications, and he was not sure where to begin. Adriana began by asking Will what he thought were the most critical elements Raj should know in an upcoming unit on ocean chemistry. Will shared that he felt Raj would be successful if he understood the concepts of the temperature, depth, and salinity of the ocean. Adriana and Will sketched out individualized goals for Raj based on these three key areas.

Will identified key vocabulary that would be critical for Raj to master, as well as vocabulary they would forego with Raj. Will shared that he had already made a PowerPoint file of visuals for the class, and he could easily adapt it to provide vocabulary cards with pictures for Raj. Will and Adriana discussed an upcoming lab activity-Adriana assured Will that Raj was capable of completing the lab with support from his paraprofessional, but that he would need the response form modified. She offered to modify how Raj would respond to the lab by circling pictures rather than writing out answers. Adriana also shared modified texts she had developed the year before for a different student, which she felt would be appropriate for Raj. At the end of the meeting, Adriana and Will had a solid plan in place for Raj's meaningful participation in the ocean chemistry unit.

As schools resume in-person learning, an inclusion facilitator can help teachers provide the individualized behavioral and academic support their students need. (When necessary, they can also create effective instruction specially designed for virtual settings.) Now is an ideal time to think about how an inclusion facilitator can help your school strengthen inclusive practices-and reimagine special education-in the wake of our collective trauma.

Stay up to date on the latest posts, news, strategies, and more!

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Inclusion Facilitators: Who They Are, How They Help - Brookes Blog

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What is an inclusion facilitator-and how can these special educators help school teams ensure authentically inclusive learning environments?

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All Arkansas students should graduate with a strong foundation of academic knowledge, experience, and proficiencies. To be successful, students also need an equally strong foundation of soft skills - those intangible abilities that help people get along with others, communicate well, and make positive contributions in the workplace and beyond.

The Division of Elementary and Secondary Education has identified five guiding principles that support educators, business leaders, communities, and students in their efforts to help all Arkansans develop these critical skills. The principles represent skills needed to thrive at home, school, on the job, and in the community: Growth (manage yourself). Understanding (know yourself). Interaction (build relationships). Decisions (make responsible choices), Empathy (be aware of others).

The G.U.I.D.E. for Life program, with the support of Arkansas counselors and educators, is designed to give K-12 students a plan - a five-step process - that they can follow to achieve personal success. Each principle is summarized in easy-to-understand key words, with three action points to explain the idea. By incorporating the G.U.I.D.E. for Life concepts throughout the school experience, we can help instill these "real-world" skills for success in all Arkansas students. The result? Well-rounded citizens, stronger communities, and more effective employees.

G.U.I.D.E. for Life Podcast

Additional Resources

For more information, please contact:

Arkansas Department of Education

Division of Elementary and Secondary Education

Curriculum Support Services

Four Capitol Mall, Room 304-B

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All Arkansas students should graduate with a strong foundation of academic knowledge, experience, and proficiencies. To be successful, students also need an equally strong foundation of soft skills - those intangible abilities that help people get along with others, communicate well, and make positive contributions in the workplace and beyond.

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Copy of Caseload Progress Monitoring Tool

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SWIFT Shelf for Research

Check out the SWIFT Shelf Tools, which include free downloadable Assessment Tools and other helpful district and school resources. Search SWIFT Shelf Stories provide free downloadable mini-films-Whatever It Takes, Together, and MTSS: Universal, Additional and Intensified Support, and Issue Briefs of interest to practitioners. Visit the Research section for Research-to-Practice Briefs and a Bibliography of scholarly papers that analyze SWIFT partner outcomes.

Research & Journal Articles

Sailor, W., Skrtic, T. M., Cohn, M., Olmstead, C. (2020). Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS). Teacher Education and Special Education, 1 -18 (Online Frst). http://10.1177/0888406420938035

McCart, A., Choi, J. & Sailor, W. (2020, Apr 17 - 21) Collaboration for Equity and Inclusion Through Multi-Tiered System of Supports (MTSS) Implementation: Longitudinal Evaluation of Student Outcomes [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/sdts33e (Conference Canceled).

Choi, J. H., McCart, A. B., & Sailor, W. (2020). Reshaping Educational Systems to Realize the Promise of Inclusive Education. In FIRE: Forum for International Research in Education, 6(1), 8-23.

Choi, J. H., McCart, A. B., & Sailor, W. (2020). Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework. The Journal of Special Education, doi:10.1177/0022466919897408

Choi, J. H., McCart, A. B., Hicks, T. A., & Sailor, W. (2019). An analysis of mediating effects of school leadership on MTSS implementation. The Journal of Special Education, 53(1), 15-27. doi:10.1177/0022466918804815

Kurth, J. A. (2018). Introduction to the special topic issue on the impact of SWIFT technical assistance. Inclusion, 6, 1-2. doi: 10.1352/2326-6988-6.1.1

Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing inclusive education through multi-tiered system of support. Inclusion, 6, 2-18. doi: 10.1352/2326-6988-6.1.3

Kurth, J. A., Morningstar, M. E., Hicks, T. A., & Templin, J. (2018). Exploring the relationship between school transformation and inclusion: A Bayesian multilevel longitudinal analysis. Inclusion, 6, 19-32. doi: 10.1352/2326-6988-6.1.19

Kozleski, E. B., & Choi, J. H. (2018). Leadership for equity and inclusivity in schools: The cultural work of inclusive schools. Inclusion, 6, 33-44. doi: 10.1352/2326-6988.6.1.33

Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018). All means all: Connecting federal education policy and local implementtion practice through evidence and equity. Inclusion, 6, 45-59. doi: 10.1352/2326-6988.6.1.45

Gross, J. M. S., Choi, J. H., & Francis, G. L. (2018). Perceptions of family engagement and support in SWIFT schools. Inclusion, 6, 60-74. doi: 10.1352/2326-6988-6.1.60

Sailor, W., Satter, A., Woods, K., McLeskey, J., & Waldron, N. (2017). School improvement through inclusive education. Oxford Bibliographies in Education. New York: Oxford University Press. doi: 10.1093/obo/9780199756810-0191

Sailor, W. (2017). Equity as a basis for inclusive educational systems change. Australasian Journal of Special Education, 41, 1-17. doi: 10.1017/jse.2016.12

Francis, G., Blue-Banning, M., Turnbull, A.P., Hill, C., Haines, S.J., and Gross, J.M.S. (2016). Culture in inclusive schools: Parental perspectives on trusting family-professional partnerships. Education and Training in Autism and Developmental Disabilities, 51(6), 281-293.

Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Inclusión Educativa, 10(1), 61-77.

Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2017). Improving learning for all students through equity-based inclusive reform practices: effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, 38, 28-41. doi: 10.1177/0741932516644054

Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education's promises and trajectories: Critical notes about future research on a venerable ideal. Education Policy Analysis Archives, 24(43). doi:10.14507/eppaa.24.1919

Gross, J. M. S., Haines, S. J., Hill, C., Francis, G. L., Blue-Banning, M., & Turnbull, A. P. (2015). Strong school-community partnerships in inclusive schools are "part of the fabric of the school....we count on them." School Community Journal, 25(2), 9-34.

Algozzine, B., Morsbach Sweeney, H., Choi, J. H.,Horner, R., Sailor, W., McCart, A. B., Satter, A., & Lane, K. L. (2016). Development and preliminary technical adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool. Journal of Psychoeducational Assessment, 35(3), 302-322. doi: 10.1177/0734282915626303

Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research & Practice for Persons with Severe Disabilities, 40, 173-191. doi: 10.1177/1540796915586191.

Haines, S., Gross, J., Blue-Banning, M., Francis, G., & Turnbull, A. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research & Practice for Persons with Severe Disabilities, 40, 227-239. doi: 10.1177/1540796915594141.

Kozleski, E., Yu, I., Satter, A., Francis, G., & Haines, S. (2015). A never ending journey: Inclusive education is a principle of practice, not an end game. Research & Practice for Persons with Severe Disabilities, 40, 211-226. doi: 10.1177/1540796915600717.

Kurth, J., Lyon, K., & Shogren, K. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. R esearch & Practice for Persons with Severe Disabilities, 40, 261-274. doi: 10.1177/1540796915594160.

Morningstar, M., Shogren, K., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research & Practice for Persons with Severe Disabilities, 40, 192-210. doi: 10.1177/1540796915594158.

Shogren, K., Gross, J., Forber-Pratt, A., Francis, G., Satter, A., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40, 242-260. doi: 10.1177/1540796915583493.

McCart, A., Sailor, W., Bezdek, J., & Satter, A. (2014). A framework for inclusive educational delivery systems. Inclusion, 2(4), 252-264.

Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, Online First. doi:10.1177/0741932514555021.

Sailor, W., & McCart, A. (2014). Stars in alignment. Research & Practices for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622.

SWIFT Center. (2014). All Means All: Ending segregation in schools and achieving education and excellence for all. Special issue of TASH Connections, 40(2), 1-18.

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SWIFT Shelf for Research | SWIFT Schools

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SWIFT Shelf for Research Check out the SWIFT Shelf Tools, which include free downloadable Assessment Tools and other helpful district and school resources. Search SWIFT Shelf Stories provide free downloadable mini-films-Whatever It Takes, Together, and MTSS: Universal, Additional and Intensified Support, and Issue Briefs of interest to practitioners.

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Inclusive Schooling - Inspiring and innovative custom professional development

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Offering virtual training and customized professional development to engage and energize educators in your school district

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BY Tim Villegas

What Does Inclusion Look Like?

One of the questions that I get asked the most being an advocate for inclusive education is, "What does it look like?"

Honestly, I think that is the hard part. Inclusion (with a BIG I) is going to look different depending on each school and student. That is why I think it is helpful to see it as a framework as opposed to a one-size-fits all system. But that does not solve the problem that you don't really know what it looks like until you see it. In any case... here are 10 videos that I think are good examples on how particular schools put inclusion into practice. I know that once I saw these, it was impossible for me to go back to my old way of thinking. It is my hope that they will have the same effect on you.

"Schoolwide Integrated Framework for Transformation (SWIFT) is a national K-8 center providing academic and behavioral support to promote the learning and academic achievement of all students, including those with the most extensive needs.

SWIFT advances equity and excellence for ALL through the promotion of five core domain areas to support grade level academic and social learning:

Administrative Leadership, Family and Community Partnership, Inclusive Education Framework, Inclusive Policy Structure and Practice and Multi-Tiered Systems of Support

One of six nationally recognized SWIFT Knowledge Development Sites, the Dr. William W. Henderson Inclusion Elementary School in Dorchester, MA, is featured in this film and highlights some of the SWIFT domains and accompanying features."

"A closer look at the transformation of Somersworth High School, site of Who Cares About Kelsey?, through School Wide Positive Behavioral Interventions and Supports. The film highlights student leadership and data-driven decision making."

At The IDEAL School, children of varying abilities all learn the same topics, but each student does so at their own level with an individual lesson plan tailored to their needs. Specialized services like speech and physical therapy are provided during elective periods so that no student misses out on academics or feels different.

The school, which was started by a group of parents, is built around the idea that inclusion is merely a form of diversity. School leaders and parents say that the extremely inclusive model of education breeds an environment of total acceptance where each child values the strengths of their peers."

"Most importantly, we recognized that the path to full inclusion is a process; it doesn't happen all at once. For schools just getting started I'd recommend taking the following steps:

1. Help all teachers acquire special education licensure.

2. Read or watch a film about inclusion, and create lots of opportunities to discuss them.

3. Reserve lots of time to talk about doubts, fears and questions as a staff.

4. Be explicit with children and families about why inclusion is a community value.

5. Create time/space for discussion about inclusion with students and families.

Who Decides the Limit on a Person's Learning?

"I understand where critics of full inclusion are coming from," Ayla concluded. "It's very easy for inclusion to go horribly wrong, resulting in an environment where the learning shuts down for everyone. One question I would ask, though, is who decides the limit on a person's learning? Full inclusion does not mean students are without supports. With the right supports, who knows what children will learn from one another? It doesn't seem right to me to eliminate peer models for learning and behavior. It also doesn't seem right for children to not have an opportunity to develop relationships and understanding or compassion for people who struggle in different ways. Inclusion done properly is responsive to student needs. There isn't one model for it."

"We began with a parent's vision of an inclusive community for families with and without disabilities. The hope was to use technology, particularly computers, to include individuals with special needs and their typically developing peers into one classroom environment." See more here.

"I don't know which side of the fence you are on in regard to inclusive education. And for all intents and purposes...it does not matter. This post could just as easily have been called, No...Really...I'm Not Crazy...Inclusive Education Works! Usually when I talk to people who are not familiar with the idea of having students with disabilities (including significant disabilities) in the general education setting they say they are having a hard time "wrapping their head around it" or want to see "what it actually looks like". So...just for those of you who need to see it to believe it, I have picked out five videos that will most definitely change your mind about whether inclusive education is really a good thing or not (or at least they should)"

I think everyone has a story of how inclusion has gone wrong. It is harder to find really good examples of inclusive education. Do you have any to add to this list? Please share them with us in the comments section below!

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10 Examples Of Inclusion: For Those Who Need To See It To Believe It - Friendship Circle - Special Needs Blog

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What Does Inclusion Look Like? One of the questions that I get asked the most being an advocate for inclusive education is, "What does it look like?" Honestly, I think that is the hard part. Inclusion (with a BIG I) is going to look different depending on each school and student.

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AIM or AEM?

Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text). Sometimes students with disabilities have difficulty accessing print in the same way as their peers. To succeed in school, these students need learning materials presented in a way that works for them. In 2014, the term "accessible educational materials" or "AEM" was expanded to include both print- and technology-based educational materials including electronic textbooks, and related core materials. Practically speaking the terms AIM and AEM are often used interchangeably.

In the following video learn from AEM users, educators, parents, and state and national leaders about how AEM can be a game changer for those with print disabilities.

National Center on Accessible Educational Materials

The following links provide additional information about AEM.

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Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text).

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AEM Center - National Center on Accessible Educational Materials at CAST

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The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

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The Problem with "Alternative Curriculum" and "Functional Skills" 

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The Problem with "Alternative Curriculum" and "Functional Skills" 

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The Problem with "Alternative Curriculum" and "Functional Skills"

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Years ago, when I was a special education director transitioning a school district to a more inclusive service delivery model, I put out an all call to our staff: "Send your alternative curriculum materials to district office." In this instance, alternative curriculum referred to any materials being used in special education classrooms that replaced the general education grade level curriculum.

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Download Product Flyer

Download Product Flyer

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Description

How to raise the achievement of all kids, from gifted to those with severe disabilities

This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction. This goes beyond complying with Special Education law; having a truly inclusive environment raises the achievement level for all students and results in more committed and satisfied teachers.

Insights shared from teachers, school leaders, parents, and the students themselves provide a path forward for anyone striving to Improve special education services. The authors reveal what these exemplary schools do that makes them so successful, and provide advice for readers who want to incorporate these practices themselves.

Hehir, former U.S. Office of Special Education (OSEP) Director, is a leading name in Special Education

Highlights the important relationships between administrators, teachers, and parents to foster maximum collaboration between general and special education

Includes information on committing to Universal Design for Learning (UDL) and Positive Behavior Supports

This vital resource zeroes in on what excellent public schools do differently to ensure all students succeed.

About the Author

THOMAS HEHIR, Ed.D. [Boston, MA], is a leading scholar, advocate for children with disabilities, and professor at Harvard?s Graduate School of Education. From 1993 to 1999 he served as director of the U.S. Department of Education's Office of Special Education Programs under President Bill Clinton, where he oversaw the revision and reauthorization of the Individuals with Disabilities Education Act (IDEA 1997). Prior to his role at OSEP, Hehir held leadership positions within the Chicago Public Schools and Boston Public Schools.
LAUREN I. KATZMAN, Ed.D. [New York, NY] is Executive Director of Special Education for the New York City Department of Education. Previously Dr. Katzman served as associate professor of Special Education at Boston University's School of Education. Prior to earning her doctorate at Harvard's Graduate School of Education, Katzman worked for 14 years as a special education teacher in New York, New Jersey, and Missouri.

Table of contents

About the Authors vii

Preface: On Ableism ix

Acknowledgments xv

Introduction xvii

PART ONE THE SCHOOLS AND THEIR LEADERS 1

Chapter 1 The Schools 3

Chapter 2 The Leaders 23

PART TWO WHAT THEY DO DIFFERENTLY 55

Chapter 3 Collaborative Problem-Solving Organizations 57

Chapter 4 Relationships, School Culture, and Accountability 77

Chapter 5 Universally Designed Schools 99

PART THREE HOW TO CREATE MORE INCLUSIVE SCHOOLS 125

Chapter 6 Making Schools More Inclusive: Lessons for Educators and Parents 127

PART FOUR THE BIG PICTURE OF SPECIAL EDUCATION 157

Chapter 7 How Education Policy Affects Our Schools 159

Chapter 8 Where Special Education Needs to Go 179

Afterword Transitioning to a Full Adult Life 201

Appendix A Questions for Discussion 205

Appendix B Information on the Research Study 209

Notes 225

Index 237

To Dr. William Henderson: Teacher, mentor, and friend

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Effective Inclusive Schools: Designing Successful Schoolwide Programs

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How to raise the achievement of all kids, from gifted to those with severe disabilities This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction.

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Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors' previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.
Book Features:

A unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.

Holistic views of the referral and placement process detailing students' trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.

An update on the patterns and literature related to disproportionality.

Analysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.

Recommendations for changing the conceptualization of children's learning difficulties, moving away from the presumption of children's intrinsic deficits toward evaluations based on human variation.

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Why Are So Many Students of Color in Special Education?

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Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education.

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Brookes Publishing Downloads (Reimagining Special Education resources)

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Brookes Publishing Downloads (Reimagining Special Education resources)

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Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study by Indiana University researchers.

"We are currently in a time when the experience of 'community' is being stressed in multiple ways in our society," said Hardy Murphy, study co-author and a clinical professor in the School of Education at IUPUI. "Changing and elevating our expectations of what students with disabilities are capable of lies at the heart of people with disabilities contributing to and benefitting from being a part of our community experience, beyond K-12 education. Including students with disabilities in their school communities with their general education peers is an important place to begin this transformation. These results show that it is as much a moral and ethical question as it is an educational one."

The study, conducted by IU's Center on Education and Lifelong Learning, one of seven research centers at the Indiana Institute on Disability and Community, was recently published in the Journal of Special Education.

Led by Sandi Cole, lead author on the study and director of the Indiana Institute on Disability and Community, researchers used statewide student and school demographic and outcome data to investigate the relationship between high- and low-inclusion educational settings and the academic outcomes of students with disabilities. High inclusion was defined as 80% or more educational time spent in the general education classroom. Low inclusion was defined as less than 80% of educational time spent in the general education classroom.

The new study is the second phase of their 2020 study, which looked at special education placement and academic outcomes for Indiana students in third to eighth grades with primary disabilities including cognitive, learning and emotional disabilities; autism spectrum disorder; blindness; and deafness. In that study, students who experienced more inclusion demonstrated significantly higher achievement on state assessments than students experiencing less inclusion -- regardless of the disability category.

Given the previous study's finding in favor of high inclusion related to student success, the new study assessed whether the same pattern existed for high school students with disabilities, focusing on a cohort of Indiana students who were eighth graders in 2013 and graduated high school in 2018. A statewide comparison of student achievement in English/language arts with a cohort sample size of 23,796 and math scores with a sample size of 23,940 students in low- and high-inclusion placements was initiated using ISTEP+, the state assessment tool used for all students in Indiana. Students identified for the state's alternative assessment (approximately 1% of students with disabilities) were excluded from the study. Additionally, because diploma type often reflects the curriculum path of high school students, the study used this data to investigate relative differences in preparedness for post-secondary transition related to placement.

Key findings of this study include:

Comparisons of 10th grade ISTEP scores yielded highly significant results. Students with disabilities who spent 80% or more time in the general education classroom scored an average of 24.3 points higher in English/language arts and 18.4 points higher in math than their peers in low-inclusion settings.

Students with disabilities in high-inclusion settings were 22% more likely than their peers in low-inclusion settings to graduate with a Core 40 diploma by passing the state assessment rather than receiving a waiver. Researchers said this suggests these students were more prepared for successful post-secondary educational and employment opportunities.

"It is clear from these two studies that place matters," Cole said. "By using a propensity matching methodology, we can state with great certainty that students with disabilities have better outcomes in inclusion settings than their peers in more segregated settings. As we noted in the paper: 'We cannot, as a society, afford to continue to support policies and practices that result in academic failure, limited post-secondary options and continued separation and marginalization based on disabilities. We can, however, accept the ambitious agenda to transform educational systems to create inclusive school environments, maximize student participation and increase the achievement of students with disabilities.'"

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k-12 education; educational psychology; learning disorders; numeracy; educational policy; stem education; education and employment; poverty and learning

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High school students with disabilities achieve better outcomes in inclusive academic settings: Study examines results of special education placements in Indiana schools

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Indiana high school students with disabilities who spent 80 percent of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study.

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2Teach is happy to share these resources with you to improve your practices around inclusion, UDL, and co-teaching. We simply ask that you always properly cite your resources. Some materials have a copyright on them; please do not remove it. If there is no copyright or citation provided, please feel free to cite www.2TeachLLC.com"

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Inclusive education...with a sense of humor!

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Linking Available Time with Meaningful Collaboration

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Linking Available Time with Meaningful Collaboration

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The life of an educator is fast-paced! Sometimes it feels like just being able to catch your breath is challenging. Yet, we know that general and special education collaboration is key to quality inclusive education for students with disabilities, including students with significant cognitive disabilities. Figuring out how to balance these competing pressures is essential in today's schools.

How much time do you have?
Selecting any of the 5, 15, or 45 buttons will take you to the tool to get started!
What if you only have 5 minutes to collaborate with a colleague? What can be accomplished to plan inclusive instruction? What if you have 15 minutes? 45 minutes? Quality planning that leads to meaningful change for student instruction is possible. The TIES Center's 5-15-45 Tool guides teams to use the time that is available to consider the content, instructional strategies, and barriers to learning for all students in the general education classroom, including students with significant cognitive disabilities. The tool applies whether you are meeting virtually or in-person. Check it out!

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The life of an educator is fast-paced! Sometimes it feels like just being able to catch your breath is challenging. Yet, we know that general and special education collaboration is key to quality inclusive education for students with disabilities, including students with significant cognitive disabilities.