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Sample Science Inquiry Videos and Materials

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Sample Science Inquiry Videos and Materials

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Content is aligned to general education standards and taught systematically by incorporating scripted lessons, least intrusive prompt strategies, teachable objectives, and ongoing assessments. Appropriate for K-5 students, including those with autism. The 28 lessons follow a standard sequence.

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Ginevra Courtade — College of Education and Human Development

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Anne Spencer Daves College of Education, Health, and Human Sciences

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Dr. Jenny Root is an Associate Professor of Special Education in the School of Teacher Education at Florida State University and Affiliate Faculty with the Florida Center for Reading Research. Her research focuses on instructional methods to promote academic learning for students with autism and intellectual disability through: (a) development and evaluation of academic interventions, and (b) supporting teachers to implement evidence-based practices.

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https://edp.soe.baylor.edu/bree-jimenez

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A co-principal investigator for Project IMPACT and an adjunct professor at the University of North Carolina at Charlotte. Dr. Saunders’s research primarily focuses on general curriculum access for students with intellectual disability and autism spectrum disorder. She has co-authored five mathematics curricula, enjoys writing research articles and book chapters about general curriculum access, and providing […]

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There are many valuable resources here whether you are in FL or not!

"Courses" will link you to pages for ELA, Math, Science, and Social Studies.

Within each of these pages, you will find vertical progressions of standards across grade levels and resources for teaching standards within each grade level.

FAA links to resources on the Florida Alternate Assessment.

There are also webinars available to provide more information about the pages and resources.

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Access Project website provides K-12 educational support for educators who work with students with the most significant cognitive disabilities

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Campbell, A., Sallese, M. R., Thompson, J. L., Fournier, C., & Allen, M. (2023). Culturally adapted behavior support for African American male learners. Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/07419325221143965 [published with student]

Campbell, A., Sallese, M.R., Thompson, J. L., Burke, M., Allen, M. (2022). Social-emotional and behavioral support for African American learners in first and second grade at-risk for emotional and behavioral problems. Journal of Positive Behavior Interventions. Advanced Online Publication. https://doi.org/10.1177/10983007221133525 [published with student]

Lee, S., Woltering, S., Prickett, C., Shi, Q., Huilin, L., & Thompson, J. (2022). Exploring the Associations between Reading Skills and Eye Movements in Elementary Children's Silent Sentence Reading. Reading Psychology. Advanced Online Publication. https://doi.org/10.1080/02702711.2021.2020189

Thompson, J. L., Plavnick, J. B., Bak, M. Y., Doher, P., and Skibbe, L. E. (2022). Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 52(5), 2132-2148. https://doi.org/10.1007/s10803-021-05072-y [published with student]

Pierson, L.M., Thompson, J. L., Ganz, J. B., Wattanawongwan, S., Haas, A.N., & Yllades, V. (2021). Helping children with developmental disabilities read to speak: Parent-implemented dialogic reading to target language skills. American Journal of Speech-Language Pathology, 1-18. https://doi.org/10.1044/2020_AJSLP-20-00037 [published with student]

Thompson, J. L., Wood, C. L., Preston, A., & Stevenson, B. (2019). Teaching unison responding during small-group direct instruction to students with autism spectrum disorder who exhibit interfering behaviors. Education and Treatment of Children, 42, 1-23. [published with student]

Gushanas, C., & Thompson, J. L. (2018). Effect of self-monitoring on personal hygiene among individuals with developmental disabilities attending postsecondary education. Career Development and Transition for Exceptional Individuals, 1-11. Advance online publication. doi: 10.1177/2165143418781297 (IFSC=0.98) [published with student]

Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers' visual attention during electronic storybook reading as related to different types of textual supports. Early Childhood Education Journal, 46 (4), 419-426. doi:10.1007/s10643-017-0876-4

Thompson, J. L., Plavnick, J. B., Skibbe, L. E. (2019). Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder. Journal of Special Education, 53, 41-50. doi: 10.1177/0022466918796504

Plavnick, J. B., Thompson, J. L., Englert, C. S., Mariage, T., & Johnson, K. (2016). Mediating access to Headsprout® early reading for children with autism spectrum disorders. Journal of Behavioral Education, 25, 357-378. doi:10.1007/s10864-015-9244-x

Thompson, J. L., Wood, C. L, Test, D. W., & Cease-Cook, J. (2012). Effects of direct instruction on telling time by students with autism. Journal of Direct Instruction, 12(1), 1-12.

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School of Education and Human Development, Texas A&M University

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Campbell, A., Sallese, M. R., Thompson, J. L., Fournier, C., & Allen, M. (2023). Culturally adapted behavior support for African American male learners. Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/07419325221143965 [published with student] Campbell, A., Sallese, M.R., Thompson, J. L., Burke, M., Allen, M. (2022).

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FL Alternate Assessment Datafolio Blueprints by Grade Level

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FL Alternate Assessment Datafolio Blueprints by Grade Level

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Here you can find Blueprints by Grade Level and see samples of alternate assessment questions for prioritized standards within each grade.

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FL Math Alternate Achievement Standards (Access Points) with Essential Understandings

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FL Math Alternate Achievement Standards (Access Points) with Essential Understandings

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There are resources for teaching literacy in self-contained and inclusive settings for students with extensive support needs. There are training modules for teachers and paraprofessionals.

There also are grade-aligned adapted books with vocabulary and comprehension questions.

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WHAT IS PROJECT IMPACT? Project IMPACT (Inclusion Made Practical for ALL Children and Teachers) was designed to support general and special education teachers to use research-based reading practices and design grade-aligned instruction to improve reading comprehension for students with moderate to severe intellectual disability. Over the course of the project, teachers and paraprofessionals were trained and provided coaching to improve their teaching practice while […]

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Julie L. Thompson, Charles L. Wood, Angela Preston and Bradley Stevenson

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Teaching Unison Responding During Small-Group Direct Instruction to Students with Autism Spectrum Disorder Who Exhibit Interfering Behaviors on JSTOR

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Julie L. Thompson, Charles L. Wood, Angela Preston, Bradley Stevenson, Teaching Unison Responding During Small-Group Direct Instruction to Students with Autism Spectrum Disorder Who Exhibit Interfering Behaviors, Education and Treatment of Children, Vol. 42, No. 1 (February 2019), pp. 1-24

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UNC Charlotte Access Projects Adapted Books

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UNC Charlotte Access Projects Adapted Books

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ASSORTED GENERAL CURRICULUM PROJECTS ADAPTED TEXTS - General Curriculum Projects

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Assorted General Curriculum Projects Adapted Texts The Picture Communication Symbols ©19812006 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Please read and purchase each original text (cited by author) prior to using the General Curriculum Projects adapted text. To open and print titles you must use either the Mayer-Johnson Product Writing with Symbols (discontinued) or Sym Writer .Correspondence […]

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These are instructional tools for ELA and Math objectives that provide the standard and suggestions for teaching.

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Teachers often have the challenge of teaching students who may all be at different levels of understanding on a specific topic, especially when teaching multiple students with significant cognitive disabilities. The Element Cards are available to assist educators with instruction in multiple settings. These cards promote understanding of how students move toward the Common Core State Standards. They contain one or more Core Content Connectors from a specific instructional family, include the related progress indicator from the Learning Progression Frameworks, provide essential understandings that include measurable and observable content that is challenging, yet attainable, provide suggested instructional strategies, and suggested supports for students so that they can demonstrate what they know. The Element Cards are intended to assist teachers in developing instructional lessons that will include all students and promote Universal Design for Learning. Each Element Card presents Essential Understanding(s), which define a range of skills based on a grade-specific Core Content Connector.

Mathematics Element Cards

English Language Arts Element Cards

Reading Informational Text

Reading Literary Text

Content for this page is currently in development.

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Teachers often have the challenge of teaching students who may all be at different levels of understanding on a specific topic, especially when teaching multiple students with significant cognitive disabilities. The Element Cards are available to assist educators with instruction in multiple settings. These cards promote understanding of how students move toward the Common Core State Standards.

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Scripted systematic instruction lessons for ELA and Math across grade bands

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The National Center and State Collaborative General Supervision Enhancement Grant is working to support teachers with quality resources that will help facilitate instruction of the Common Core State Standards for students with significant cognitive disabilities.

In keeping with this goal,several types of resources have been developed and can be found in the NCSC WIKI. Each of these resources has been developed to meet a specific need an educator may experience when designing and delivering instruction to students with significant cognitive disabilities. To explore the instructional resources access the links below.

The following materials have been developed to support educators in the delivery of instruction aligned to the [1] Common Core State Standards.

Curriculum Resource Guides

The Curriculum Resource Guides explain how to teach students with the most significant cognitive disabilities and provide examples for differentiating instruction for students in multiple grade levels.

UDL Instructional Units

The UDL Instructional Units,utilizing Universal Design for Learning, clarify the academic content and how to make it accessible for all students. The units are general education lessons that have been developed by educators (both content experts and special educators) experienced in UDL who have the knowledge and skills to address particular concerns for this population of learners. The Instructional Units promote inclusive education and collaborative instruction and model classroom planning that considers multiple means of engagement, representation and expression.

Graduated Understandings

The Graduated Understandings are comprised of Instructional Families and Element Cards. They present the areas of curricular emphasis within and accross grades and the progression of learning within domains of the Common Core State Standards.

Instructional Resource Guide

The Instructional Resource Guide provides information about the principles of Applied Behavior Analysis, instructional strategies and guidelines for the use of prompting in instruction.

Scripted Systematic Instruction

The Systematic Activities for Scripted Systematic Instruction include examples and sample scripts demonstrating techniques of systematic instruction and have been developed in both Mathematics and English Language Arts. The Mathematics documents are titled MASSI, Mathematics Activities for Scripted Systematic Instruction, and the English Language Arts documents are titled LASSI, Language Arts Sample Systematic Instruction Script. Presentations that explain the concepts and instructional techniques found in the MASSIs and LASSIs can be found in the Educator Professional Development and Parent Resources.

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The National Center and State Collaborative General Supervision Enhancement Grant is working to support teachers with quality resources that will help facilitate instruction of the Common Core State Standards for students with significant cognitive disabilities. In keeping with this goal,several types of resources have been developed and can be found in the NCSC WIKI.

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Preventing problem behavior with active student responding

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Grade Aligned Reading Comprehension (see video examples on web) 

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Grade Aligned Reading Comprehension (see video examples on web) 

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A research- and standards-based curriculum for secondary students to learn language arts with age-appropriate novels like Holes and Number the Stars

Product Features:

Highlights persuasive writing, grammar, vocabulary, literacy comprehension, listening skills, and research

A multiyear curriculum that aligns with state standards and national standards

Research proves high success for teaching grade-level standards to students with an intellectual disability or autism

15 pieces of popular literature have been modified with simplified story lines, repeated text, and symbol support

Includes four theme-based units of study with eight individual lessons within each unit: change, values and decision making, social justice, global awareness

Offers three literacy levels for least intrusive prompting: object/photo, concrete symbols, written text

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Teaching to Standards: English Language Arts

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Product Features: Highlights persuasive writing, grammar, vocabulary, literacy comprehension, listening skills, and research A multiyear curriculum that aligns with state standards and national standards Research proves high success for teaching grade-level standards to students with an intellectual disability or autism 15 pieces of popular literature have been modified with simplified story lines, repeated text, and symbol support Includes four theme-based units of study with eight individual lessons within each unit: change, values and decision making, social justice, global awareness Offers three literacy levels for least intrusive prompting: object/photo, concrete symbols, written text

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Two years of classroom research at the University of North Carolina at Charlotte have shown the program to be highly effective in teaching math skills aligned to NCTM standards to middle and high school students with significant intellectual disability. All students can have their own consumable MathWork book with 68 unique lessons that begin with a real-world story.

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Grade Aligned - early science (see videos on web) 

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Grade Aligned - early science (see videos on web) 

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Content is aligned to general education standards and taught systematically by incorporating scripted lessons, least intrusive prompt strategies, teachable objectives, and ongoing assessments. Appropriate for K-5 students, including those with autism. The 28 lessons follow a standard sequence.