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2024 CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)

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2024 CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)

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Policy Letter - May 9, 2012 to Special Education Advocate Ellen M. Chambers

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Policy Letter - May 9, 2012 to Special Education Advocate Ellen M. Chambers

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Individuals with Disabilities Education Act

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POLICY LETTER: May 9, 2012 to Special Education Advocate Ellen M. Chambers - Individuals with Disabilities Education Act

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Letter regarding whether instruction or services provided in a school district’s regular education program can be considered specially-designed instruction or related services.

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Inclusive Science Lesson - Newtons Law - 6th grade

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Introduction

What are high expectations for students with the most significant cognitive disabilities? This question has been raised for decades, with the answers changing over time. Although the conclusion has been that all individuals deserve the chance to show what they know and can do, exactly what that means for students with the most significant cognitive disabilities is just emerging.

Evidence

Students with disabilities in the United States have a history of exclusion in education. Although it has been more than 40 years since the first laws were enacted to ensure that a child with any disability had access to school, the placement of students with the most significant cognitive disabilities in segregated settings continue (Morningstar, Kurth, & Johnson, 2017).

Legislation requires access to and assessment of student performance in grade-level academic content (IDEA 1997; ESEA 2001, 2015). Yet, there continues to be a mindset that students with intellectual disabilities should be taught an "alternate" curriculum, one that meets their functional skill needs rather than academics. Spooner and Brown (2011) noted that inclusive efforts for students with moderate and severe intellectual disabilities have focused on the location of their learning, but continued the separate curriculum. The assumption was that this population of students could not learn academic content. Even though this myth has been debunked (Saunders & Wakeman, 2018/2019), it persists. Advocates and researchers continue to encourage practitioners to consider what is relevant for students in this population and plan for what they could do instead of assuming what they cannot do (e.g., Courtade, Spooner, Browder, & Jimenez, 2012; Quenemoen & Thurlow, 2017).

The least dangerous assumption was first proposed by Donnellan (1984). It is a concept that has guided the approach taken by some, but not all, educators who work with students with the most significant cognitive disabilities. Still, there is evidence that when there is adherence to the least dangerous assumption, students with intellectual disabilities can make progress on the same academic content as their grade-level peers without disabilities (e.g., Heinrich, Collins, Knight, & Spriggs, 2016; Ruppar, Afacan, Yang, & Pickett, 2017).

The least restrictive environment (LRE) requirement in IDEA was designed to ensure that every child be educated with non-disabled peers to the greatest extent possible. Every Individualized Education Program (IEP) team makes decisions about placement based on the student's strengths and needs, so it is best practice that IEP teams remain up-to-date on current research for educating students in inclusive settings. Research findings indicate that:

Inclusive placements in general education classrooms for students with significant cognitive disabilities correlate positively with their achievement (Kleinert et al., 2015).

When students with intellectual disabilities are educated with their non-disabled peers they also make progress on social goals (e.g., Brock, Biggs, Carter, Cattey, & Raley, 2016; Henrick, Collins, Knight, & Spriggs, 2016).

When students without disabilities are educated in inclusive classrooms, they develop skills like empathy and advocacy, and there is no negative effect on their academic performance (Carter et al., 2016).

Definition

The least dangerous assumption is a theory developed in the early 1980s. According to Donnellan (1984), "The criterion of the least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions that, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults" (p. 141). Evidence gathered by Rosenthal and Jacobson (1968) indicated much earlier that teacher expectations could influence student achievement. In the current policy environment when so many expectations are created by test score data or disability label, it is vital that high expectations are set for all students.

Donnellan wrote about the need to practice the least dangerous assumption for students with disabilities. She suggested that if a student does not make progress, we should first assume it is due to a problem with the instruction or materials rather than a student deficit. Jorgensen (2005) outlined five reasons for presuming competence as the least dangerous assumption: (a) human intelligence is multi-faceted, (b) measuring intelligence is flawed, (c) communication and high-quality instruction are needed before we can determine capability, (d) presuming incompetence could be harmful, and (e) even if we are wrong, the consequence is not as harmful as the alternative.

Further information on expectations is provided in the following video clips of a parent and a general education teacher talking about the importance of high expectations from each of their perspectives:

Implementation

The ways in which expectations can play out for an individual student are shown in this case study of Leo. Leo has an intellectual disability and has been in a separate classroom for the past four years. His IEP includes goals for using Augmentative and Alternative Communication (AAC) to make simple requests (e.g., more, drink, bathroom, eat), using behavioral self-management strategies, identifying simple sight words, and sorting objects by color or size. The IEP team is discussing the best placement for Leo. His parents have been pushing to have him included in general education classes. This is the conversation:

Parents: We have been attending trainings on building communication systems and using the least dangerous assumption. It seems that Leo's behavior outbursts are linked to the fact that he doesn't have a solid communication system yet. We also are worried because he has been coming home from school with the same types of work for years, and we think he would benefit from joining the regular class where the kids from our neighborhood are.

Principal: What has Leo been working on this past year?

Speech-language pathologist: He's been working with a new AAC system, but he still hasn't mastered the basic needs (asking for a drink, identifying his name, etc.). His IEP goals have been pretty similar since Kindergarten.

Teacher: Well, he has been working on many of the same IEP goals for awhile, but that is because he really struggles to remember anything from one day to the next. We do flashcards for sight words and he knows them one day, but then the next week he has forgotten them all. There is no way Leo can do grade-level work. His academics are not even close, and his behaviors would be detrimental to the rest of the students.

After quite a few meetings and discussions and some reading (e.g., Carter, 2018/2019; Jorgensen, 2018/2019), the IEP team realized that Leo seems more interested in his surroundings when he is with same-aged peers, including those without disabilities. His parents share that he finds ways to communicate with his brother's friends when they come over. Ultimately, on a trial basis, Leo is placed in a general education setting from the time of his arrival at school through lunch. Leo's parents asked that the educators who work with Leo be given some professional development to support planning for Leo's transition to the general education classroom. The principal and teachers agreed. During and after the training, everyone worked together to identify potential barriers to Leo's inclusion and access to the curriculum, and together they problem-solved ways to overcome them. For instance, rather than focusing on Leo having few sight words and a bad memory, the team thought about how to help him access information and show what he knows. Perhaps Leo may not master multiple sight words, but through a free technology, such as Bookshare, he could listen to the same text as his peers, and he could show his understanding using a response board with some choices rather than coming up with each answer on his own.

Leo's case provides examples of how the least dangerous assumption can be implemented. For each implementation example presented below, there is also the likely negative effect if the least dangerous assumption is ignored.

Teaching Life, Social, and Academic Skills

In Leo's inclusive math class, students are working on multi-step mathematical problems. Leo is using his task-analyzed support to complete problems similar to his peers. Leo uses his stamp to write his name, or his AAC to electronically sign, at the top of his math assignment. Like all the students in class, if Leo has a question he is supposed to ask two peers before he asks a teacher. Further, his AAC device is programmed to ask for help and has core words that can be combined to reflect a large number of concepts and ideas. Leo also has some fringe vocabulary for specific units. The math problems are connected to the science lesson being taught later that day.

What might have occurred if the least dangerous assumption had been ignored? Leo works alone at his desk. He circles numbers in isolation on a worksheet. He stamps his name five times in a row on a second worksheet. He staples the worksheets together before he turns them in to his teacher.

Instruction in Natural Contexts and Routines

Leo enters the inclusive classroom and says "hello" to his classroom teacher and friends. What might have occurred if the least dangerous assumption had been ignored? Leo is practicing activating his AAC device to say "hello" in a therapy session in four out of five trials.

More Challenging Content

In his inclusive classroom, Leo uses familiar playing cards to sequence numbers on a number line as part of multi-step math problems that the rest of the class is doing. He sorts information from two different stories to create a Venn Diagram. He uses his name and course subject to identify letter sounds.

What might have occurred if the least dangerous assumption had been ignored? Leo completes three tasks each morning when he arrives at school. These three tasks are his IEP goals related to matching colors and pictures of playing cards, sorting blocks, and circling his name. These tasks are not changed until he demonstrates mastery for five out of five days.

Addressing Barriers to Learning

Leo's inclusive classroom teacher plans a lesson related to comparing and contrasting states of matter. She plans using tangible objects so that Leo can touch, see, and hear the differences. She provides picture and object response options for concepts for Leo to use on his AAC device. She uses videos for Leo to see the melting and freezing process in a short period of time.

What might have occurred if the least dangerous assumption had been ignored? Leo's teacher sees Leo as the barrier to learning, and thus uses hand-over-hand support with Leo to sort pictures of hot and cold items because there is only 15 minutes of class time for science.

Focus of Instruction

Leo works on a subset of prioritized vocabulary for each chapter of the text the class is reading. He uses his AAC device for both word recognition and definition. Leo has picture supports that match each vocabulary word and has several opportunities each day to respond to questions using the vocabulary on his communication device. He repeats having the chapter read aloud to him and using his vocabulary as homework.

What might have occurred if the least dangerous assumption had been ignored? Leo's teacher regularly focuses on a narrow set of skills or topics. Thus, Leo's vocabulary instruction focuses on flashcard instruction. He works on five words in isolation each benchmark period.

Summary

The least dangerous assumption pushes us to consider all students as capable (Jorgensen, 2005). Our challenge is to not think in a deficit mindset but consider what can we do to support students in how they access, engage in, and respond not only to life skills content, but academic content, as well. By including students with the most significant cognitive disabilities in the instruction of all content, students and families are included in a community of learning that sets achievable high expectations.

Learning Activities

Least Dangerous Assumption Learning Activities for Educators: Activity 1

Watch the following video. Be prepared to note where you see evidence of considerations of least dangerous assumption and where there are potential ways to increase considerations of least dangerous assumption.

After watching the video, click here to see places to potentially improve considerations for LDA​.

Least Dangerous Assumption Learning Activities for Educators: Activity 2

The least dangerous assumption basically states that if we aren't 100% sure, we should make decisions that, if wrong, have the fewest negative repercussions against the person. At different times of a person's life, these decisions may include what someone should or shouldn't learn, where someone should learn, where someone should live, with whom someone should live, etc.

The least dangerous assumption is important because we know:

Having high expectations makes a difference

IQ is not destiny

Not talking is not the same as not having something to say

So, how do you create least dangerous assumption opportunities in your IEP meetings, your schools, and your life? Let's look at some possible scenarios.

"Shaquan has Down syndrome so I think this classroom may be best. He will learn the functional skills he'll need to get a job."

The assumptions being made:

All people with Down syndrome have the same needs.

Functional skills are often defined as "daily living skills" and typically include hygiene skills, making change, and following basic directions. "Academic" skills such as reading, writing, science, and math are not considered as a priority or achievable for some students.

What is a response that reflects a least dangerous assumption? Write one before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Shaquan's scenario.

"Down syndrome is only one part of who Shaquan is."

"Functional skills for Shaquan are reading, making friends, and learning how to advocate for himself."

"How can we support Shaquan learning all the skills he needs to help him get access to general education classroom and content?"

Kaitlyn needs to learn to better use her AAC system before she will benefit from a general education classroom.

What assumptions are being made?

Communication is taught in isolation.

Not talking is the same as not having anything to say.

What is a response that reflects the least dangerous assumption? Write one response before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Kaitlyn's scenario.

"Let's give Kaitlyn more opportunities to practice communication and more people to communicate with."

"Rather than waiting for Kaitlyn to 'prove herself' by communicating, let's begin by giving her things to communicate about."

"Since Kaitlyn doesn't yet have a strong communication system, we can't be sure what she does and doesn't understand. We must then give her access to as much as we can, in case her receptive language is stronger than her expressive currently is."

Daniel's behavior is not appropriate for a general education classroom. Once he learns better ways to handle his frustration then we can talk about moving him.

What assumptions are being made?

Behavior is a prerequisite for being allowed in a classroom.

Behavior is not communication.

What is a response that reflects the least dangerous assumption? Write one response before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Daniel's scenario.

"What is Daniel's behavior telling us? Is he engaged in the classroom environment?"

"How can we support Daniel to learn better ways to handle his frustration?"

"What strategies and supports can we put in place in a general education classroom to help Daniel?"

What assumptions are being made?

Shandra's IQ is 60. She won't be safe in a general education setting.

IQ is destiny.

Shandra will only be safe if adults take care of her and adults will always be around to take care of her.

Shandra's peers will be mean to her.

What is a response that reflects the least dangerous assumption? Write one response before moving on to see some possible responses.

See possible responses that reflect a least dangerous assumption in Shandra's scenario.

"What are supports that Shandra needs to access reading, writing, math, science, etc.?"

"How can we set up peer networks or a circle of friends for Shandra?"

"What strategies can we use to help Shandra build her advocacy skills?"

TIPS Series: Tip #6, July 2019

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

Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center.

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

The National Center on Educational Outcomes leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

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

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TIES TIPS | Foundations of Inclusion | TIP #6: Using the Least Dangerous Assumption in Educational Decisions

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What are high expectations for students with the most significant cognitive disabilities? This question has been raised for decades, with the answers changing over time. Although the conclusion has been that all individuals deserve the chance to show what they know and can do, exactly what that means for students with the most significant cognitive disabilities is just emerging.

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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.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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Bringing Support TO the Students Just Let them Eat Cake!

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IEP Tip Sheet: What are supplementary aids and services?

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IEP Tip Sheet: What are supplementary aids and services?

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Supreme Court Says, "Congress Intended to Open the Door to All Qualified Children"

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Supreme Court Says, "Congress Intended to Open the Door to All Qualified Children"

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"Congress Intended to Open the Door to All Qualified Children"

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Wrightslaw - Related Services - U. S. Supreme Court Issues Decision in Garret F.

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In Garret F. v. Cedar Rapids, he Supreme Court ruled that the IDEA requires school districts to provide nursing services, if such services are necessary for the disabled child to receive an education.

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Review this guide on creating an inclusive IEP, including how special education services can be provided in an inclusive environment.

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Review this guide on creating an inclusive IEP, including how special education services can be provided in an inclusive environment.

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Introduction and Rationale

The planning process described below is intended to support the creation and provision of a curricular and instructional program based on the acknowledgment that:

each child is a general education student.

the general education curriculum and routines and the Individual Education Program (IEP) comprise a student's full educational program.

the IEP for a student qualifying for special education services is not the student's curriculum.

Curriculum and instruction based upon these principles are often not in place for students with the most extensive needs, including those with significant cognitive disabilities (Wehmeyer, Shogren & Kurth, 2021). Therefore, this process focuses upon application for those students. Students who qualify to receive special education services, especially those with more intensive needs, have ended up with the IEP being their program and being seen not as a general education student but as a special education student only, when in fact, each and every child is a general education student. In addition, when a student qualifies for special education services, those services are to be provided in collaboration with general educators to support access and progress in the general education curriculum AND on their IEP goals. The IEP is intended to support a student's progress in general education curriculum and routines, as well as other essential skills that support a student's independence or interdependence across school, home, and other community environments. A comprehensive inclusive education program based upon these principles is important because without that focus, a student's learning opportunities and school and post-school outcomes are diminished. In order to create an effective comprehensive inclusive education program, collaboration between general educators, special educators, and families is needed.

This planning process is based on a vision and expectation that each student can actively participate, belong, contribute, and learn in the school and larger community. These expectations benefit each individual student as well as the larger community, resulting in more diverse, vibrant, and caring environments that embrace and celebrate the contributions of each to the whole.

IEP Planning Process

The planning process consists of four parts:

1. An initial collaborative conversation between general and special educators and the family to address the context and content of general education curriculum and instruction, as well as support for students with extensive needs as a member of the general education classroom.

2. A discussion of specific considerations for creating an inclusive IEP. This discussion will include the student's IEP team, including special education, general education, family, specialized instructional support personnel, student, and peers.

3. Based upon the outcomes of the inclusive IEP discussion, an "Education Day-at-a-Glance" is created and shared with all members of the team.

4. The team, including teachers, family members, and specialized instructional support personnel, will agree upon a process for ongoing collaboration during the year and support of one another and the student.

Inclusive IEP Planning Worksheet

See the planning worksheet to guide you and your team through this process.

Part 1: Initial Collaborative Conversation

1. At any time during the year before the team engages in the IEP development process, ensure that there have been initial collaborative conversations between:

general and special educators and the family to ensure understanding of the assumptions underlying the comprehensive inclusive education program and why they are important. Those assumptions are:

Each child is a general education student.

The general education curriculum and routines and the IEP comprise a student's full educational program.

The IEP for a student qualifying for special education services is not the student's curriculum.

general education and special education teachers about the expectations and routines in the general education classroom and the general education standards, units, and objectives that will be addressed across the school year. (It is recommended that this discussion happens prior to the beginning of the school year and is summarized at the IEP meeting).

general education and special education teachers and the family of the student with extensive support needs focused on how the student communicates, their strengths, interests, present levels of performance across general education content areas and other essential skills, and effective instructional strategies including peer support.

the family and teachers to provide an opportunity for the family/student to share their vision related to the student working, living, playing, and contributing to the community now, and in the future.

Part 2: Discussion of Considerations to Create the Inclusive IEP

2a. Identifying Goals based on the Three Major Learning Components

All students, regardless of whether they have a disability or not, have learning opportunities throughout the day related to three major learning components:

Participating in Routines and Transitions

Engaging in Grade-Level Academics and Other Essential Skills

Interacting with Others

These components are important in the education of all students and contribute to supporting the realization of belonging, active participation, contributing, and learning in the short and long term. In order for the student's IEP to be viewed as part of (rather than the whole of) their educational program, use the three major learning components to frame and develop no more than six-to-eight IEP goals that address priorities for the student as a member of general education.

The question prompts for each of the three major learning components in the next table can be useful for developing inclusive IEP goals as well as special education supports, service delivery, and specially designed instruction (SDI). There are also questions to ask the student for their input. The student may also wish to invite some classmates to participate in the discussion. Often friends have perspectives that enhance learning and connection to others.

Participating in Routines and Transitions(1-2 goals)

What are the key routines and transitions in the general education classroom and across the school day?

What skills/goals could the student be supported to achieve that would enable them to independently/ interdependently engage in general education classroom and school routines and transitions? For example:

materials management

transitions between activities

general classroom operation (for example, lunch count, attendance)

being prepared, starting, and ending tasks

going from large group to small group activities

transitions within the building, as well as coming to and leaving school

Student Questions (possibly with help from family or peers)

What does a day look like for you? What is your schedule and routines?

What helps you best be a part of your school community? Home? Larger community?

Are there other activities you would like to join?

Are there other routines you'd like to take on? Why would you prioritize those activities?

Engaging in Grade-level Academics & Other Essential Skills (2-3 goals)

What are the big ideas, essential vocabulary, and skills taught in reading, math, writing, social studies, and science this school year? (Refer to your state standards or corestandards.org )

What big ideas, essential vocabulary, and skills could be prioritized that would enable the student to make the most progress in the curriculum in each content area? See sample goals/ objectives below.

What are essential skills that the student needs that will enable better access to the curriculum and support independence/ interdependence across environments? (For example, foundational academics, technology, self-advocacy, self-agency in terms of behavioral supports needed.)
Student Questions (possibly with help from family or peers)

What are some classes, subjects, or activities you enjoy and feel successful being a part of?

What are some classes, subjects, or activities you think you would enjoy, but maybe have not yet tried?

What are some classes or subjects that feel more challenging?

What makes those classes more successful or challenging?

What helps you best learn and participate at school? At home and in the community?

Interacting with Others (1-2 goals)

What skills/goals could the student be supported to achieve that would enable them to independently/ interdependently interact and communicate with others to:

self-advocate, have their needs met?

engage in learning tasks?

socialize and build friendships?

Student Questions (possibly with help from family or peers)

What do you enjoy most about school?

What activities do you enjoy outside of school?

Share about your friendships and relationships.

Do you feel like you would like more/different friends and relationships in addition to those you already have? If so, why?

What are your interests?

How do you prefer to communicate with others?

If you had a choice, would you prefer doing activities with large groups or small groups of people?

Example of a goal and short-term objective: (goal may be adapted based on individual's strengths/needs and baseline present levels of performance):

Goal: When given a general education class setting, "student" will master a minimum of 2 essential understandings/big ideas, 2 vocabulary words/terms, and 2 facts/concepts/skills within each unit of study in English Language Arts (ELA), across a quarter as measured by classroom assignments/activities and teacher made assessments.
Short Term Objectives

"Student" will demonstrate understanding of a minimum of 1 big idea, vocabulary word, or a fact/concept/skill via probe questions/activities conducted twice per week in the context of daily assignments/activities during ELA, as noted by staff records by ________.

"Student" will demonstrate understanding of a minimum of 2 big ideas, 2 vocabulary words, and 2 facts/concepts/skills via probe questions/activities conducted twice per week in the context of daily assignments/activities during ELA, as noted by staff records by _______.

2b. Do the family, student, or peers see opportunities for addressing any of these priorities outside of the school day?

Overarching Priority Areas:

Participating in routines and transitions

Engaging in grade-level academics and other essential skills

Interacting with others

If so, how, where, and when?
2c. Inclusive Service delivery/LRE Considerations

Are any special education services provided outside of the general education class? If so, why?

The team will want to consider how to creatively offer most special education services within the general education classroom, delivered in a flexible way. (For example, using general education teachers, intervention teachers, peers, paraprofessionals, and special education teachers.)

If special education services are not provided in the context of the general education classroom, are flexible learning environments that benefit all students provided? (For example, general pod areas outside the classroom, small group breakout spaces, individual instruction areas for all students.)

2d. Inclusive Specially Designed Instruction (SDI) /Supplementary Aids and Services

How is data being used to inform instruction?

What are the least intrusive supports that can be provided to allow the student to experience success in the general education classroom?

Things to consider include:

physical accessibility of school/classroom

instructional accommodations (engaging in instruction and activities)

social/behavioral/communication supports

collaborative support (specifically identify any capacity-building support that will be provided to school staff, families, or peers; Kurth et al., 2019)

If personnel supports are identified as necessary (for example, 1:1 paraprofessional support), consider how supports might be systematically faded in favor of more natural supports such as classroom paraprofessional support, assistive technology or natural peer supports.

2e. In summary, as the team considers the whole educational program that has been created, ask these three questions

1. Will the student experience membership?

2. Will the student be actively participating at school?

3. Will the student be learning the grade-level general education curriculum?

Part 3: Develop the Education Day-at-a-Glance

3a. The Education Day-at-a-Glance provides a format for the team to:

connect the IEP goals and data collection opportunities to the daily schedule, with IEP goals prioritized across the whole day, and

assess which supports/accommodations are most likely to be used across the schedule to support access and learning.

The Education Day-at-a Glance supports effective collaboration among all general and special educators, including specialized instructional support personnel. Everyone can work from the same information which is provided in a concise, targeted way, making it easily communicated when schedules/plans change.

3b. Develop a data collection plan

Goals are embedded into the daily schedule on the Education Day-at-a-Glance so that all team members know when and where data collection opportunities exist. The team will want to determine how frequently data will be collected in order to monitor student learning and achievement and to determine the effectiveness of the instruction and support that are provided. See sample data collection sheets.
Sample data collection sheets
Sample Education Day at a Glance

Blank Education Day at a Glance

Sample Data Collection Sheets

Part 4: Ongoing Education and Support
In order to ensure that the work completed in Parts 1-3 of this process is continually reviewed and revised as needed, the following ongoing collaborative conversations and support tools would be beneficial:

Over the course of the school year, the team will also benefit from the participation of the special educator during grade-level planning meetings in order to understand the grade-level content focus, unit expectations, activities, and evaluation strategies that will be used. The special educator will be able to identify IEP goals that connect to each general education unit. The general education team and the special educator will be better able to revise, identify and put into place adaptations and/or accommodations in the Education Day-at-a-Glance, as neede, that will support the student's access and progress in the general education curriculum and the IEP goals.

Use of the 5-15-45 Tool as a template to support co-planning to create accessible lessons for all, whether teachers have 5, 15, or 45 minutes. The classroom environment (curriculum design, instructional strategies) may create barriers that include: (a) reduced student interest or engagement; (b) lack of adequate opportunities for students to gain background knowledge about the topic, or; (c) inflexible options for students to show what they know. As the team reviews student data, and identifies any barriers to learning and strategies for reducing the barriers and teaching the content, other students or the whole class may also benefit from use of those strategies.

Conclusion

School communities that support the belonging, active participation, contribution, and learning of each and every student enhance a sense of community. The collaborative conversations and action planning described above are well worth that outcome.

How These Parts Fit Together

Here are some tips for understanding the flowchart shown below:

The olive green, double-lined boxes are related to the General Education curriculum.

The purple, dashed boxes are related to the individual student strengths, needs, and present levels.

The solid green boxes are the integration of knowledge about the grade-level, general education curriculum and a student's individual learning needs.

The blue boxes are collaborative processes. Here are the links for each process:

Authors

Terri Vandercook TIES Center, University of Minnesota

Jessica Bowman TIES Center, University of Minnesota

Gail Ghere TIES Center, University of Minnesota

Cassie Martin University of Washington Haring Center for Inclusive Education

RinaMarie Leon-Guerrero University of Washington Haring Center for Inclusive Education

Jennifer Sommerness TIES Center, University of Minnesota

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

Vandercook, T., Bowman, J., Ghere, G., Martin, C., Leon-Guerrero, R., & Sommerness, J. (2021). Comprehensive Inclusive Education: General Education & the Inclusive IEP. Minneapolis, MN: University of Minnesota, TIES Center.

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

The National Center on Educational Outcomes leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

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

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Comprehensive Inclusive Education: General Education & the Inclusive IEP | Comprehensive Inclusive Education: General Education & the Inclusive IEP

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The planning process described below is intended to support the creation and provision of a curricular and instructional program based on the acknowledgment that: each child is a general education student. the general education curriculum and routines and the Individual Education Program (IEP) comprise a student's full educational program.

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This California Early Learning resource describes how to support students with disabilities in inclusive childcare environments.

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This California Early Learning resource describes how to support students with disabilities in inclusive childcare environments.

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Individuals with severe disabilities frequently demonstrate challenging behaviors that may serve a variety of communication purposes. A robust literature has emerged over the past 30 years demonstrating that Functional Behavior Analysis (FBA) is an effective method for determining the function of challenging behaviors and treating the challenging behaviors through communication interventions.

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School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review

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School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review

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School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review

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School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an inclusive multi-tiered system of behavioral supports that has been widely adopted by K-12 schools in the United States. SWP…

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Introduction

How would you communicate your needs if you did not have the words to describe what you wanted or what you were feeling? Typical responses might be tapping on someone's arm to get their attention, pushing someone away, or running towards what you want. Similarly, students who need or use communication support exhibit communicative forms or behaviors, but often they are not understood as communicative. These behaviors are perceived as annoying. They may cause safety concerns such as tantrums, running away or leaving without permission, fidgeting, or repeating words. These may be referred to as 'stimming'. In addition, some students may appear to injure themselves, referred to as self-injurious behavior (SIB), by hitting, biting, or scratching a body part. Occasionally, a student may hit, push, or bite another student or an adult. This TIP provides helpful hints for school teams to identify and replace these behaviors with appropriate and understood communication.

Research

Behaviors often are attempts at communication or the result of failed communication when the communication partner fails to respond communicatively. The National Joint Committee of the Communication of Persons with Severe Disabilities (NJC; 2016) notes that Augmentative Alternative Communication (AAC) interventions effectively reduce the incidence of challenging behaviors. In addition, when AAC is combined with a Functional Behavior Assessment (FBA) and a Positive Behavior Support Plan (PBSP), understood communication increases and challenging behavior decreases (Reichle & Wacker, 2017; Walker & Snell, 2013). Team planning and problem-solving also play an important role in identifying the communicative functions of challenging behavior. Indeed, many 'challenging behaviors' serve a communicative function. Identifying the purpose or function of the behavior and teaching an appropriate communicative response using AAC that achieves the same purpose as the challenging behavior often results in an increase in appropriate communication and a decrease in the behavior (Reichle & Wacker, 2017; Walker & Snell, 2013, Peckham-Hardin 2015 ).

Implementation Steps

1) Convene the Team - This first step improves outcomes for students in an inclusive class because when all the team members understand and respond to the behaviors, reframed as communication, in the same way, the effectiveness of the intervention improves. Ensure that the team is interdisciplinary to increase the perspectives on the possible intents of the behavior. For example, a team could include the general education teacher, special education teacher, speech language pathologist, occupational therapist, and behavior specialist. In addition, family involvement - either by attending the meetings or providing input - is important.

2) Describe the behavior - Next,use observable and measurable terms to describe the behavior. A tantrum may be described as sitting on the floor and crying. A self-injurious behavior may be described as hitting the head with a fist, or elopement as running out the door. Ensure the description allows the behavior to be measured in terms of the number or frequency of occurrences, duration of occurrences, and/or intensity of occurrences.

3) Conduct a Functional Behavior Assessment - Determine why the behavior is occurring or what function the behavior is serving for the individual. This generally involves an interview with key individuals in the student's environment (teachers, paraprofessionals, related service personnel, family members) and an ABC analysis: Antecedent - what happens before the behavior occurs; the intensity and duration of the Behavior itself; and the Consequence or results of the behavior.

4) Review the data- The team reviews the data resulting from the interviews and the ABC observations and analysis to determine a hypothesis about the FUNCTION (or purpose) of the behavior-that is, What message may the behavior be communicating? It is important to consider first the communicative function of behavior especially if the student is non-speaking and is learning to use AAC.

5) Teach a communication replacement for the behavior - Keep in mind that the new communication behavior must meet these three important features:

achieve the same communicative function of the behavior it is replacing;

be as effective at achieving the same communicative function as the behavior;

and be at least as efficient in achieving the same communicative outcome.

Interventions should prevent the challenging behavior by; anticipating triggers, providing gentle teaching - no forcing or distress, and engaging the individual by considering preferences and age-appropriate strategies. Acknowledging the behavior as communicative and modeling an alternative might provide a simple intervention. For example, the student repeatedly pushes a button on his device. The response "Oh, you are telling me that you ____________", then model "I think you mean_____________. Let's see if we can do that."

6) Monitor the intervention - Lastly,monitor the fidelity of implementation and the outcomes so that the data can be used for continual problem-solving. Fidelity of implementation means that everyone - teachers, related service providers, and paraprofessionals - teaches and responds consistently. Convene the team to review the data and problem-solve as needed to make adjustments to the plan

Case Example

See this animated video highlighting the importance of teamwork in solving the communicative function of challenging behavior for a student who uses an AAC device.
What Behavior Communicates
Summary

Behavior IS often an attempt to communicate. Behaviors that are challenging often result from communication failure. Reframing what is viewed as an interfering behavior to be a student's attempt to communicate, provides more positive options for intervening by teaching the student more effective means to communicate their wants and needs.

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

Kearns, J. (2022). Behavior is Communication (TIPS Series: Tip #30) . Minneapolis: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

215 Pattee Hall

150 Pillsbury Dr. SE

Minneapolis, MN 55455

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

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

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TIES TIPS | Communicative Competence | TIP #30: Behavior is Communication

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How would you communicate your needs if you did not have the words to describe what you wanted or what you were feeling? Typical responses might be tapping on someone's arm to get their attention, pushing someone away, or running towards what you want.

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Presuming Competence when Communicating with Students with Disabilities 

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Presuming Competence when Communicating with Students with Disabilities 

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Significant Cognitive Disabilities, Behavior, Instruction

Support students with complex access needs by fostering belonging, enabling communication, and promoting choice-making opportunities.

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Presuming Competence when Communicating with Students with Disabilities

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In this video, Ayo Jones discusses presuming competence when communicating with students with disabilities.

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Use the UDL Guidelines to make behavioral instruction accessible to all students. 

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Use the UDL Guidelines to make behavioral instruction accessible to all students. 

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Ensure student's academic, behavioral, and social needs are being met through the California MTSS framework. 

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Ensure student's academic, behavioral, and social needs are being met through the California MTSS framework. 

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RTI², PBIS, and MTSS

MTSS, Response to Instruction and Intervention (RtI²), and Positive Behavioral Interventions and Supports (PBIS) are often spoken of synonymously, and for those new to MTSS, it can be difficult to determine what people mean when these terms are used interchangeably. It is important to keep in mind, though, that MTSS is a framework for aligning resources and initiatives; it is a method of organization. As such, MTSS encompasses both RtI² and PBIS, and systematically addresses support for all students.

Since MTSS is a framework that brings together both RtI² and PBIS and aligns their supports to serve the whole child, it also relies on data gathering through universal screening, data-driven decision making, and problem solving teams, and focuses on content standards. MTSS aligns the entire system of initiatives, supports, and resources, and implements continuous improvement processes throughout the system.

In particular, MTSS assists LEAs in:

Promoting LEA participation in the focus to align the entire system of initiatives, supports, and resources

Relying on a problem-solving systems process and method to identify problems, develop interventions, and evaluate the effectiveness of the intervention in a multi-tiered system of service delivery

Transforming the way LEAs provide support and setting higher expectations for all students through intentional integration of instruction and intervention services and supports so that systemic changes are sustainable and based on standards-aligned classroom instruction

Endorsing Universal Design for Learning instructional strategies so that all students have opportunities for learning through differentiated content (i.e., teachers reacting responsively to a learner's needs), processes, and products

Challenging all school staff to change the way in which they have traditionally worked both in and out of the classroom

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn and excel, including students of poverty, those who are gifted and high achievers, students with disabilities, English learners, and students from all ethnicities evident in the school and LEA cultures

Implementing a collaborative approach to analyze student data and work together in the intervention process

RtI² is an approach that focuses on individual students who are struggling academically and pulls together resources from the LEA, school, and community to promote students' success before they fall behind. It is systematic and data-driven with tiered levels of intervention to benefit every student.

PBIS is an approach that focuses on the emotional and behavioral learning of students, which leads to an increase in engagement and a decrease in problematic behavior over time. It assists the LEA in adopting and organizing evidence-based behavioral interventions that improve social and emotional behavior outcomes for all students.
So, while RtI² focuses on academics and PBIS focuses on social and emotional learning, MTSS encompasses them all. It acts as a way of organizing supports within an LEA so that both the academic side and the social-emotional-learning side are aligned to serve the whole child.
Statewide Initiative

The focus of the Scaling Up MTSS Statewide (SUMS) Initiative is to develop resources for MTSS within an LEA that align the academic, behavioral, and social-emotional supports in an LEA in order to serve the whole child. It involves family and community engagement, administrative leadership, integrated education frameworks, and inclusive policy and practice.

Background

In 2015, Assembly Bill 104, Chapter 13, Statutes of 2015, appropriated $10,000,000 for developing, aligning, and improving systems of academic and behavioral supports (ISABS). The CDE conducted a competitive grant process and awarded the funds to the OCDE for their SUMS proposal, which included the Butte County Office of Education (Butte COE) as a rural partner. In 2016, an additional $20,000,000, appropriated by Senate Bill 828, Chapter 29, Statutes 2016, augmented the original grant award. The Budget Act of 2018 authorized an additional $15,000,000, appropriated by AB 1808, Chapter 32, Statues of 2018 and SB 840, Chapter 29, Statutes of 2018. This phase of the grant focuses on improving school climate statewide.

The purpose of the full $95,000,000 awarded to date is to encourage LEAs to establish and align schoolwide, data-driven systems of academic and behavioral supports to more effectively meet the needs of California's diverse learners in the most inclusive environment. The SUMS initiative enables the OCDE and its partners to develop and disseminate statewide resources and technical assistance for this purpose. Finally, the Budget Act of 2021 appropriated an additional $50,000,000 to the SUMS initiative. The legislation required the OCDE to award $30,000,000 of these funds as subgrants to LEAs. The legislation also required the CDE to conduct a process to select a partner entity to work with the OCDE and the Butte COE to support high quality professional learning for educators.

Additional information about the application process for each phase of the grant funding is available below:

OCDE MTSS SUMS Funding

For the first two funding phases of the SUMS grant, the OCDE subcontracted with the Schoolwide Integrated Framework for Transformation (SWIFT) Technical Assistance Center at the University of Kansas and the Butte COE to partner with the SUMS effort. The Butte COE shares SUMS professional learning resources through an online platform, and engages rural areas of the state to support their unique needs. SWIFT is a technical assistance center that builds school capacity to support all students both academically and behaviorally. The SWIFT staff supports the SUMS grant by providing technical assistance and professional learning opportunities to participating LEAs.

During the first two funding phases, the OCDE provided subgrants to LEAs to engage them in a process to assess their strengths, coordinate supports to their Local Control and Accountability Plans (LCAP) and align their MTSS efforts with the eight state priorities. The OCDE distributed the grant funding into three separate cohorts with up to $6,000,000 awarded in each round of applications.

For the third funding phase, the OCDE and the Butte COE partnered with the University of California, Los Angeles (UCLA) Center for the Transformation of Schools to expand the state's MTSS framework. Through this collaborative effort, they developed evidence-based tools and training for educators and school systems. Their work expands restorative justice, bullying prevention and positive behavior interventions and minimize the use of emergency interventions. Their joint effort also established a pilot program to help LEAs to promote positive school climates by improving student-teacher relationships, increasing student engagement, and promoting alternative discipline practices.

The Budget Act of 2021 appropriated $50,000,000 to the OCDE for the SUMS project. The OCDE will award $30,000,000 as subgrants to LEAs. Additionally, $12,500,000 was awarded to the CDE will also selected Placer County Office of Education as the partner entity to expand the state's capacity to support LEAs' implementation of social-emotional learning, trauma-informed practices, and culturally relevant, affirming, and sustaining practices. To learn more about the SUMS Partner Entity Request for Applications, visit the CDE's SUMS Partner Entity Request for Application web page.

Visit the OCDE's MTSS SUMS web page for more information about SUMS.

OCDE MTSS Phase Three Subgrants: Request for Applications

The CDE, in partnership with the OCDE and the Butte COE, is pleased to announce that the Phase Three California MTSS grant opportunity is now open. This grant will provide an opportunity for school sites, LEAs, and county offices of education to build capacity toward full implementation of the California MTSS framework to improve outcomes for all learners. This grant is open to public schools and LEAs, public charter schools or county offices of education and county run schools in California.

Review the criteria for the application on the attached flyer and on the OCDE Phase Three web page . For questions, please email the OCDE Leadership team at camtss@ocde.us.

Application Deadline: October 15, 2022

Preliminary Award Announcement: November 15, 2022

Appeal Deadline: November 18, 2022

Final Award Announcement: December 1, 2022

Grant Period: March 1, 2023 through June 30, 2026

ISABS/SUMS Legislative Reports

ISABS Grant Annual Reports are required pursuant to AB 104 (Chapter 13, Statutes of 2015) and amended by SB 828 (Chapter 29, Statutes of 2016), beginning in the 2015-16 fiscal year and continuing until all grants funds are expended. Included in these reports are: an overview of the ISABS grant reporting requirements; a summary of the ISABS annual reports; and a copy of the annual reports, in their original form as submitted to the State Superintendent of Public Instruction by the OCDE. The ISABS Grant Annual Reports provide details regarding how the OCDE used the grant funds. The OCDE's fiscal reporting for each year includes an expenditure narrative, a budget narrative, and a budget detail report. The ISABS Annual Reports also include a description of how OCDE met the legislative requirements of the grant. These reports are available through the following links:

Frequently Asked Questions for the SUMS Grant and Other Resources

Frequently Asked Questions
This CDE document provides answers to questions regarding the 2015-16 Request for Applications.

For additional information on the SUMS grant, contact Julia Agostinelli by phone at 916-322-9503 or by e-mail at jagostinelli@cde.ca.gov. The OCDE also has a Questions and Inquiries web page .

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A framework that aligns Response to Instruction and Intervention with the California State standards and the systems necessary to ensure academic, behavior, and social success.

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Ensure that Tier 1 supports are accessible to all students within a schoolwide MTSS framework. 

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Ensure that Tier 1 supports are accessible to all students within a schoolwide MTSS framework. 

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TIP #26: Making Universal Supports (Tier 1) within a Schoolwide Positive Interventions and Supports More Accessible for All Students

Introduction

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework designed to support the academic, behavioral, and social emotional needs of all students, including students with significant cognitive disabilities. In spite of the compelling support for the implementation of PBIS, students with significant cognitive disabilities often have limited access to foundational practices (Tier 1) within the PBIS framework (Loman et al., 2018). This TIPS provides recommendations regarding actions that schools can take to make participation in universal supports accessible and meaningful for all students, including students with significant cognitive disabilities.

Evidence

PBIS establishes learning environments within general education settings that promote success for all students by teaching desired skills and expectations and acknowledging appropriate student behavior. Traditionally, PBIS instruction and materials consist of written text and include specialized vocabulary (Kurth & Zagona, 2018). This presents a barrier for some students with significant cognitive disabilities, who may perceive information much more easily through visuals and simplified text. Also, students with significant cognitive disabilities who have complex communication needs may require additional communicative supports in order to demonstrate the expectations, rules, and routines their school has selected as a part of their PBIS framework (Kurth & Zagona, 2018). Teachers may assume that students with significant cognitive disabilities cannot benefit from PBIS based on perceived skill deficits. However, the least dangerous assumption (Donnellan, 1984) reminds us to assume an individual's competence with high expectations for all aspects of an individual's life. Supports, including those for behavior, should be designed to be no more different than necessary. Therefore, educators must intentionally consider how to implement PBIS with all students, using accommodations, modifications, and universal supports to ensure inclusivity and accessibility for all students.

Implementation

Students with significant cognitive disabilities can and should be included in all universal supports (Tier 1) within PBIS. Below are recommendations for potential ways school teams and educators can increase access and inclusion to the seven key Tier 1 practices.

(Adapted from Loman et al., 2018 & www.pbis.org )

Summary

Universal supports (Tier 1) should be available to all students. Through the use of integrated systems (e.g., collaborative teaming) and efficient and effective practices (e.g., universally designed positive behavior lesson plans, systematic instruction, communication supports), teachers can improve the accessibility of universal supports (Tier 1) within a PBIS framework in inclusive school-wide settings for students with significant cognitive disabilities.

TIPS Series: TIP #23, September 2022

The information in this Brief is not an endorsement of any identified products. Products identified in this Brief are shared solely as examples to help communicate information about ways to reach the desired goals for students.

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

Johnson, H. N., Wakeman, S. Y., & Clausen, A. M. (2022). Making universal supports (Tier 1) within a PBIS more accessible for all students (TIPS Series: TIP #26) . Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

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

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TIES TIPS | Foundations of Inclusion | TIP #26: Making Universal Supports (Tier 1) within a Schoolwide Positive Interventions and Supports More Accessible for All Students

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Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework designed to support the academic, behavioral, and social emotional needs of all students, including students with significant cognitive disabilities. In spite of the compelling support for the implementation of PBIS, students with significant cognitive disabilities often have limited access to foundational practices (Tier 1) within the PBIS framework (Loman et al., 2018).

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All students included in schoolwide PBIS

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All students included in schoolwide PBIS

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TIES TIPS | Foundations of Inclusion | TIP #27: Including ALL Students in Schoolwide Positive Behavior Intervention and Supports

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Supporting Students with Disabilities in the Classroom within a PBIS Framework 

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Supporting Students with Disabilities in the Classroom within a PBIS Framework 

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Simonsen, B., Putnam, R., Yaneck, K., Evanovich, L., Shaw, S. Shuttleton, C. Morris, K., & Mitchell, B. (February, 2020). Supporting Students with Disabilities within a PBIS Framework. Center on PBIS, University of Oregon. www.pbis.org.

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Center on PBIS | Resource: Supporting Students with Disabilities in the Classroom within a PBIS Framework

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PDF: Students with disabilities are more likely to experience exclusionary and reactive discipline practices than students without disabilities. Fortunately, when educators implement positive, proactive, and evidence-based practices within a Positive Behavioral Interventions and Supports (PBIS) framework, students with disabilities benefit.

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Teach PBIS Tier 1 School-wide Behavioral Expectations to Students with Significant Cognitive Disabilities

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Teach PBIS Tier 1 School-wide Behavioral Expectations to Students with Significant Cognitive Disabilities

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Introduction

Positive Behavioral Interventions and Supports (PBIS) is a three-tiered continuum of behavioral support that organizes the strategies used to teach and acknowledge positive behaviors and prevent challenging behaviors. Over 20,000 schools in the United States currently use PBIS (pbis.org). The focus of PBIS Tier 1 is to teach all students the school's behavioral expectations and how these expectations are demonstrated across the different areas in the school (e.g., cafeteria, hallway, recess). When students follow behavioral expectations, school personnel acknowledge and reward students for their positive behavior.

Even though PBIS systems are meant to include all students in a fully inclusive framework (Kurth & Enyart, 2016), students with significant cognitive disabilities, especially those educated in self-contained classrooms, are often excluded from accessing all three tiers of PBIS (Walker, 2018). This creates a situation where students with significant cognitive disabilities may be educated in segregated special education classrooms due to challenging behaviors, but then are unable to access the PBIS research-based strategies that could improve their behavioral outcomes. This TIES TIP provides specific strategies for teaching PBIS Tier 1 behavioral expectations to students with significant cognitive disabilities.

Evidence

Students with significant cognitive disabilities can successfully participate in and benefit from PBIS Tier 1 when it is made accessible. School-wide behavioral expectations describe important social and community skills that all students need to learn. These expectations can be taught to students with significant cognitive disabilities using the same effective teaching strategies used to teach other skills (Loman et al, 2018) including the use of universal design for learning (UDL), accommodations and modifications, systematic instruction in natural environments, and strategies for generalization. School teams can provide the support needed for students with significant cognitive disabilities to learn and demonstrate schoolwide expectations (Walker et al, 2021). In addition, learning and practicing the same school-wide expectations with their peers in general education leverages the educational power of peer modeling and support.

Students with significant cognitive disabilities who demonstrate challenging behavior generally only have access to Tier 3 PBIS (intensive behavior support) in the form of an individualized behavior intervention plan (BIP). However, research tells us that when these students receive all three tiers of PBIS they often demonstrate greater behavioral improvement than those who receive only Tier 3 support (Loman et al., 2018).

Implementation Strategies

1. Use Universal Design for Learning (UDL) concepts when designing PBIS lesson plans.

The three UDL concepts (Figure 1) are:

Multiple means of engagement- maximize student attention and interest in the learning activities;

Multiple means of representation- help students understand concepts and make connections to prior knowledge;

Multiple means of expression- give students a variety of ways to show what they know (CAST, 2018).

The Three Major Concepts of Universal Design for Learning (CAST, 2018 )

Here are some strategies for how UDL strategies can support students with significant cognitive disabilities to learn school-wide behavioral expectations:

2. Ensure that PBIS school-wide expectations are accessible to all students.

Use language that is accessible to students in all grade levels. Add visuals to all material describing the school-wide behavioral expectations to support emerging readers.

Ensure that posters are at waist height to allow access by students using wheelchairs. Consider audio descriptions for students who have visual impairments.

If a student responds well to the use of social narratives or power cards, then use a similar format when describing the school-wide behavioral expectations. For example, here is an social narrative "Being Responsible" in the Hallway.

3. Use evidence-based teaching strategies that have proven effective for individual students.

It is helpful to use visual structures that are familiar to the student as a way to support their understanding of the behavioral expectations they are learning. Tools such as first/then boards and picture schedules can be modified to support student learning. Breaking down school-wide expectations into smaller steps is another way to adapt school-wide expectations. For example, this illustration of visual support breaks down the school-wide expectation of "Being Respectful" into two behaviors that can then be taught, practiced, and reinforced.

4. Provide multiple practice opportunities across a variety of settings.

Students with significant cognitive disabilities may need more opportunities to practice as they learn a new skill. It is important that the students practice emerging skills in all of the school environments where they will be expected to demonstrate those skills, such as in the classroom, the cafeteria, and the playground.

Summary

Students with significant cognitive disabilities can and should participate in all three tiers of school-wide PBIS. Using the strategies above will move you forward in your journey to create a fully inclusive school community!

The information in this Brief is not an endorsement of any identified products. Products identified in this Brief are shared solely as examples to help communicate information about ways to reach the desired goals for students.

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

McDaid, P., & Conradi, L. A. (2023). Teaching PBIS Tier 1 School-wide Behavioral Expectations to Students with Significant Cognitive Disabilities (TIPS Series: TIP #31) . Minneapolis: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

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

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TIES TIPS | Foundations of Inclusion | TIP #31: Teaching PBIS Tier 1 School-wide Behavioral Expectations to Students with Significant Cognitive Disabilities

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Positive Behavioral Interventions and Supports (PBIS) is a three-tiered continuum of behavioral support that organizes the strategies used to teach and acknowledge positive behaviors and prevent challenging behaviors. Over 20,000 schools in the United States currently use PBIS (pbis.org).

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Including Students with Significant Cognitive Disabilities in PBIS Tier 1 Video Series

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Including Students with Significant Cognitive Disabilities in PBIS Tier 1 Video Series

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Including Students with Significant Cognitive Disabilities in PBIS Tier 1 Video Series

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Positive Behavior Intervention and Supports (PBIS) has a strong-research basis for positively impacting all students’ positive engagement in school. In addition, an emerging research base shows positive outcomes for students with significant cognitive disabilities participating in school-wide PBIS.

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Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J. (2009). A randomized controlled trial of school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–145.

Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43(6), 701–712. https://doi.org/10.1002/pits.20177

Nelson, J. R., Martella, R. M., & Marchand-Martella, N. E. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10(3), 136–148. https://doi.org/10.1177/10634266020100030201

Walker, V. L., Conradi, L. A., Strickland-Cohen, M. K., & Johnson, H. N. (2023). School-wide positive behavioral interventions and supports and students with extensive support needs: A scoping review. International Journal of Developmental Disabilities, 69(1), 13-28.

Chicago

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Peers are an effective source of support in general education classrooms.

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Peers are an effective source of support in general education classrooms.

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The Power of Peers: Peer Engagement Implementation Guides

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Use evidence-based practices like graphic organizers to support students with disabilities in general education classrooms. 

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Use evidence-based practices like graphic organizers to support students with disabilities in general education classrooms. 

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1. Home

2. Resources

3. Online Tools

4. Corgi: Co-Organize Your Learning

Corgi is a free, Google-based application to engage all students in rich and meaningful learning. Corgi is an easy-to-use suite of digital graphic organizers that supports students in developing content-specific practices and habits of mind. By engaging with Corgi, students develop patterns of thinking and reasoning in a format that is accessible for all. We leverage what's already great about graphic organizers and infuse the principles of Universal Design for Learning (UDL) to make them even more flexible and accessible.

All the guides were simple to use and they really helped me grasp the information.

Middle School Student

Corgi's key features include:

Graphic organizers that support comparison, cause and effect, reasoning, and question exploration

User-friendly Google App environment

In-app language translations, read-aloud options, a built-in dictionary, speech-to-text, and multimedia content and supports

Real-time collaboration among students and teachers

Integration with Google Drive

Review page for students to monitor their progress

Capability to convert information into Google Slides presentation or PDF

Lessons designed to improve skills such as recalling information, reasoning, and problem-solving, and collaborating with other students

And much more!

Corgi offers in-app support for learners and teachers to use wherever they are-in the classroom, in virtual settings, or at home. It provides options for students to visualize concepts in new ways and promotes engagement.

Corgi Research

We took what's already great about graphic organizers and made them more flexible and accessible.

Corgi graphic organizers are great on their own, but we're making them even better with a suite of professional learning resources to support their use in the classroom.

Want to help us make Corgi even better?

We need your expertise to help us make these tools work best for you and your students. Fill out our Corgi interest form to get involved. We're excited to work with you!

Let us know you're interested!

Top of Page

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Corgi takes what's already great about graphic organizers and makes them even more flexible and accessible.

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Inclusive Service Delivery: A Proactive Model for Better Educating ALL Students

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Inclusive Service Delivery: A Proactive Model for Better Educating ALL Students

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Impact | Winter 2018/19 Volume 31, Number 2

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From the Editors

In the past, students with the most significant cognitive disabilities were often taught only functional skills in our K-12 schools - how to do self-care, tell time, use money, carry out routine daily tasks. Today, growing numbers of families, educators, and students are advocating for higher expectations and a more inclusive educational experience.

What does it look like when schools transition to more inclusive and rigorous education for students with the most significant cognitive disabilities? In this Impact issue inclusive K-8 education is viewed from a variety of perspectives - researchers, classroom teachers, education administrators, students with and without disabilities, and families. They explore inclusion from the classroom to the school-wide community, and beyond.

The learning curve for adults is sometimes steep when more inclusive practices are introduced in schools. However, students - both those with cognitive disabilities and their peers without - often make the shift more easily. The key is for the needed and appropriate supports to be in place for students. And for the special and general education teachers, and school administrators who support them, to have the knowledge, skills, and quality curricular resources they need to confidently instruct all students. In these pages we share examples of such knowledge, skills, and resources from across the country with the hope that they can help K-8 schools increasingly support the learning of all students in inclusive settings.

Subscribe

For a free subscription to Impact, visit ici.umn.edu/products/impact/subscribe.html or call 612/624-4512. Provide your contact information and let us know whether you'd like a print or digital subscription, or both.

Inclusive Education: Additional Resources of Interest

Resources from National Centers

National Center on Accessible Educational Materials
( aem.cast.org)
Accessible educational materials or AEM are specialized formats of curricular content that can be used by and with students who are unable to read or use standard print materials. The AEM Center provides resources, training, and technical assistance for educators, parents, students, and others interested in learning more about and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS). In addition to the large collection of resources and information on its website, the center invites K-12 educators (especially those in their first three years of teaching) to participate in a free professional development course delivered online to improve the accessibility of the materials their students use for learning (for more information see http://aem.cast.org/about/new-educator-training.html#. XBwfVi2ZPMU). The AEM Center is based at CAST, Inc. (cast.org).

SWIFT Education Center
SWIFT is a national technical assistance center that builds whole system - state, district, school, and community - capacity to provide academic and behavioral support to improve outcomes for all students. Its website has extensive resources for education, including assessments, podcasts, guides and tools, and more to help transform education systems. It's based at the University of Kansas Life Span Institute.

The ALTELLA Project
( altella.wceruw.org/resources.html)
The Alternate English Language Learner Assessment (ALTELLA) project at the Wisconsin Center for Education Research, University of Wisconsin, Madison, applies lessons learned from research on successful instructional practices, accommodations, and assessments for English learners (ELs) and students with cognitive disabilities to inform alternate English language proficiency assessments. On its website are reports, briefs, and conference presentations for educators, including the recently-released briefs, Individualized Education Programs for English Learners with Significant Cognitive Disabilities and Nonverbal Communication in Diverse Classrooms: Intercultural Competence Considerations for Supporting English Learners with Significant Cognitive Disabilities.

National Center on Educational Outcomes
( NCEO.info)
This technical assistance center at the University of Minnesota, Institute on Community Integration, publishes over 200 resources online for educators, policymakers, and families focusing on assessments and accommodations. Among its reports, briefs, presentations, and tools are the recent report, Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions (Report #406) and the White Paper, Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive Disabilities.

Resources for Families

Resources for Schools, Districts, States

Supporting Inclusive Schools for the Success of Each Child: A Guide for States on Principal Leadership
( ccssoinclusiveprincipalsguide.org)
Principal development is a critical lever to drive school improvement efforts, achieve states' equity goals, and ultimately improve outcomes for each student, especially those with disabilities. The Council of Chief State School Officers has developed this online guide to help states establish a vision for, and advance policies and practices that support principals to lead, inclusive schools where each student excels and feels safe, supported, and valued

Volume 31 * Number 2
Winter 2018/19
Managing Editor: Vicki Gaylord

Issue Editors:

Terri Vandercook, Assistant Director, TIES Center, Institute on Community Integration (ICI), University of Minnesota (UMN)

Harold Kleinert, Director Emeritus, Human Development Institute, University of Kentucky, Lexington

Cheryl M. Jorgensen, Inclusive Education Consultant, South Acworth, New Hampshire

Sheryl Lazarus, Director, TIES Center, ICI, UMN

Kristin Liu, Co-Principal Investigator, TIES Center, ICI, UMN

Martha Thurlow, Director, National Center on Educational Outcomes, ICI, UMN

Graphic Designers: Sarah Hollerich

Web Developers: Shawn Lawler, Jonathon Walz

Impact is published by the Institute on Community Integration ( UCEDD), and the Research and Training Center on Community Living and Employment ( RTC), College of Education and Human Development, University of Minnesota. It is supported, in part, by Grant #90DDUC0070 from the Administration on Intellectual and Developmental Disabilities, US Department of Health and Human Services (HHS), to the Institute; and Grant #90RTCP0003 from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), HHS, to the RTC. Additional support for this issue was provided by the TIES Center through Cooperative Agreement #H326Y170004 from the Research to Practice Division, Office of Special Education Programs, US Department of Education; and by Grant #T73MC12835 from the Maternal and Child Health Bureau, HHS, to the Minnesota LEND.

The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Centers or University. The content does not necessarily represent the policy of the US Department of Health and Human Services, or Department of Education, and endorsement by the Federal Government should not be assumed.

For print copies contact: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455 * 612/624-4512 * icipub@umn.edu.

Impact is available in alternate formats upon request. The University of Minnesota is an equal opportunity employer and educator.

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Inclusive Service Delivery: A Proactive Model for Better Educating ALL Students by Terri Vandercook, Deborah M. Telfer, Diane Ryndak, and Michael Giangreco

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In the past, students with the most significant cognitive disabilities were often taught only functional skills in our K-12 schools - how to do self-care, tell time, use money, carry out routine daily tasks. Today, growing numbers of families, educators, and students are advocating for higher expectations and a more inclusive educational experience.

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Designing for each and every learner: UDL Modules 

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Designing for each and every learner: UDL Modules 

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Welcome to this opportunity

Designing inclusive instruction takes intentional planning and collaboration. The goal of these modules is to learn more about Universal Design for Learning (UDL), a framework developed by CAST , and how to support educators to design learning experiences that are inclusive for each and every learner.

The modules are fully asynchronous, so you can progress through them at your own pace. They were co-developed by CAST, TIES, and the Lake Washington School District in Washington. Skip what you already know, review and revisit materials as is helpful, and share with your professional learning team. We hope these modules help to build collaboration to meet the needs of all students as you pursue rigorous learning goals and instruction that reflects high expectations. Let's explore some of the key features of these modules:

Each and Every Learner

Throughout each module, you will apply, try, reflect, and share your UDL knowledge and skill in Your UDL Journal. We encourage you to use any means you want to record ideas you are learning about and trying (such as writing, uploading images, providing links to resources or videos, or more).

These modules were designed around the core belief that UDL is a framework for all learners regardless of race, gender, sexuality, religion, socio-economic status, language, or ability. Likewise, students with significant cognitive disabilities are a diverse group of learners and may be identified as having autism, intellectual or cognitive disabilities, multiple disabilities, and deaf-blindness with extensive support needs. We intentionally integrated content and examples of UDL related to students with significant cognitive disabilities to provide you with the motivation, knowledge, and skill to make inclusive practices a reality.

This isn't to say that UDL is only for students with significant cognitive disabilities or even inclusive general education classrooms with students with significant cognitive disabilities. Rather, the intention is to show how all learners, including those with significant cognitive disabilities, will benefit from equitable, inclusive instruction that is informed by the UDL framework and UDL Guidelines.

Learn more about this idea of reaching each and every learner, including students with significant cognitive disabilities, by exploring the TIES Core Values resource .

Module Structure

We understand that the pace and fullness of professional and personal schedules can be barriers to learning about UDL. These four modules have a common structure to help you learn about UDL, try UDL in your context, and reflect on your UDL learning experiences.

Introduction: Why - Introduces the module by sharing the importance of the key concepts.

Part 1: Build Background - Build Backgroundon key ideas, foundational concepts, and resources.

Part 2: Try It - Try it by applying the key ideas and concepts to your work.

Part 3: Reflect & Connect - Reflect and connect with colleagues by documenting your UDL application and sharing your observations and thoughts with others.

Dive Deeper - Learn more or seek additional opportunities that are more specific to your background or professional learning goals.

Clear Goals, Flexible Pathways

In each module you will find a curated mix of required and optional learning opportunities where you will be asked to choose 2-3 options from a list of various media. The required opportunities provide a common experience for all engaging in the modules, whereas the list of options provides flexibility for you to choose resources that best fit your professional background and learning goals.

Your UDL Journal

Throughout each module, you will apply, try, reflect, and share your UDL knowledge and skill in a UDL Journal. We encourage you to use any means you want to record ideas you are learning about and trying (such as writing, uploading images, providing links to resources or videos, or more).

Ready, Let's Begin!

Think about all of your learners and what you are teaching, and let's get started!

Opening reflection

On your own or with a collaborative partner, reflect on the following questions in your UDL Journal.

1. What does inclusive instruction look like? Diagram, discuss, or outline as many details as you can (i.e., what are the teachers doing, what are students doing, what is...) in order to really visualize what inclusive instruction looks like. How does this vision include students with significant cognitive disabilities?
Optional sentence starter: When I visualize inclusive instruction, I picture students ... I hear students... teachers are ... and the learning space looks like ... Every student is engaged and included by...

2. When was a time each and every student was valued, contributing, and engaged in a meaningful learning experience? What conditions or design of instruction led to that?
Optional sentence starter: I remember a time when all students were engaged in this learning experience... Some of the conditions that facilitated this experience were...

3. What do you hope to learn in these modules? Set a few learning goals for your work.

In these modules, a goal for my own professional learning is ...

Sample open reflection from a teacher

When I visualize inclusive instruction in my classroom, I picture my students working together in flexible ways, such as small groups, pairs, and individually. There are plenty of flexible resources they can use as they pursue learning goals that are meaningful and relevant to each of them. All students are included from the start I want to ensure an equitable learning experience. I hope there are no students who feel unwelcomed or that they cannot access the learning. I like to see students engaged in conversations with each other about the content we are discussing and motivated to learn more. I see students actively building their background knowledge and using the resources to construct their own meaning- I want the learning to be relevant to their interests.

Sometimes students get stuck and struggle. When this happens, I hope they ask a peer for support before they come to me because they trust and support each other. I strive for a culture in the classroom that recognizes how mistakes are important to learning and that feedback is constructive and of value. I have a student who communicates with AAC and she collaborates with her peers in small groups using her device. I hope every student feels they can communicate and learn in the ways that work best for them.

Sometimes, I need to redesign my lessons when they don't provide relevant or sufficient options for my students. This happens because the curriculum we use in our school needs adjusting. Sometimes students are frustrated or not included when lessons move too quickly. I struggle to challenge the students who complete work in 15 minutes and support those who take much longer to produce their answers.

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

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

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

TIES Center

University of Minnesota

Institute on Community Integration

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

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

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Design for Each and Every Learner: Universal Design for Learning Modules | Design for Each and Every Learner: Universal Design for Learning Modules

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Designing inclusive instruction takes intentional planning and collaboration. The goal of these modules is to learn more about Universal Design for Learning (UDL), a framework developed by CAST , and how to support educators to design learning experiences that are inclusive for each and every learner.

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Use an MTSS framework to ensure students with disabilities are fully supported using Tiered supports that are already in place. 

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Use an MTSS framework to ensure students with disabilities are fully supported using Tiered supports that are already in place. 

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MTSS for All: Including Students with the Most Significant Cognitive Disabilities

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A man is leaning over and is pointing at a piece of paper on a table, which two children, one boy and one girl, are sitting at.

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1. Home

2. Key Questions to Consider When Planning Lessons

CAST

Author

2020

Abstract

An alternate way to consider the UDL Guidelines is to look at some key questions that each Guideline answers. When planning a lesson or unit, consider these questions to ensure that the environment is flexible and inclusive of all learners.

Download & print

Cite As

CAST (2020). Key questions to consider when planning lessons. Wakefield, MA: Author. (Reprinted from Universal design for learning: theory and practice, by Meyer, A., Rose, D.H., & Gordon, D., 2014, Author). Retrieved from http://www.cast.org/products-services/resources/2020/udl-guidelines-key-questions-planning-lessons

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Key Questions to Consider When Planning Lessons - CAST

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An alternate way to consider the UDL Guidelines is to look at some key questions that each Guideline answers. When planning a lesson or unit, consider these questions to ensure that the environment is flexible and inclusive of all learners.

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Bowman-Perrott, L., Gilson, C., Boon, R. T., & Ingles, K. E. (2023). Peer-mediated interventions for students with intellectual and developmental disabilities: A systematic review of reviews of social and behavioral outcomes. Developmental Neurorehabilitation, 26(2), 134-154.;

Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2022). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Quarterly, 41(1), 25-38.

Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 213-227.

Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., ... & Weir, K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209-233.

Travers, H. E., & Carter, E. W. (2022). A systematic review of how peer-mediated interventions impact students without disabilities. Remedial and Special Education, 43(1), 40-57.

Theoharis, G., Causton, J., & Tracy-Bronson, C. P. (2016). Inclusive reform as a response to high-stakes pressure? Leading toward inclusion in the age of accountability. Teachers College Record (1970), 118(14), 1–30. https://doi.org/10.1177/016146811611801403

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Senate Bill 210 (Galgiani) Committee

Purpose and Background: Senate Bill (SB) 210 (Galgiani) requires the California Department of Education (CDE) to select language developmental milestones from existing standardized norms and develop a resource for use by parents of children who are Deaf or Hard of Hearing (birth-five). The bill further requires the CDE to select existing tools or assessments that educators can use to assess the language and literacy development of young children who are Deaf or Hard of Hearing. These tools are to be used, in addition to the assessment required by federal law, to track the linguistic development of young children who are Deaf or Hard of Hearing.
The first meeting of the SB 210 (Galgiani) Committee will be Thursday, September 29, 2016.

May 8-9, 2017, Senate Bill 210 (Galgiani) Committee Meeting Minutes (Posted 19-Jun-2017)

May 8-9, 2017, Senate Bill 210 (Galgiani) Committee Agenda (Posted 26-Apr-2017)

March 7, 2017, Senate Bill 210 (Galgiani) Committee Meeting Minutes (Posted 26-Apr-2017)

March 7, 2017, Senate Bill 210 (Galgiani) Committee Agenda (Posted 23-Feb-2017)

January 10, 2017, Senate Bill 210 (Galgiani) Committee Meeting Minutes (Posted 23-Feb-2017)

January 10, 2017, Senate Bill 210 (Galgiani) Committee Agenda (Posted 23-Dec-2016)

September 29, 2016, Senate Bill 210 (Galgiani) Committee Meeting Minutes (Posted 23-Dec-2016)

September 29, 2016, Senate Bill 210 (Galgiani) Committee Agenda (Posted 16-Sep-2016)

SB 210 Reports

Annual report on the existing tools or assessments for educators to use to assess the language and literacy development of children who are deaf and hard of hearing, birth to five years of age.

SB 210 Language Milestones in English (Updated 13-Oct-2017) | SB 210 Language Milestones in Spanish
These Language Milestones were developed by the SB 210 committee for Deaf and Hard of Hearing children birth to five years of age.

Senate Bill 210 Webinar
This video is the October 19, 2017, Webinar explaining Senate Bill 210, a bill that requires language assessment of Deaf and Hard of Hearing children, birth to five years of age.

Through Your Child's Eyes: American Sign Language (Posted 22-Mar-2011)
A 13-minute, research-based film that describes the positive developmental and social benefits of learning and using American Sign Language for parents of children who are deaf or hard of hearing.

Outreach for more information, and to connect to parents to resources in their area:

Position Statement on Access to Language for Students who are Deaf or Hard of Hearing (Updated 17-Dec-2021)
Deaf Child's Bill of Rights (Assembly Bill 1836, encoded as Education Code 5600.5)

Assembly Bill 1836
The Deaf Children's Bill of Rights
Deaf & Disabled Telecommunications Program - California Telephone Access Program
Hands & Voices
Supports families and their children who are deaf or hard of hearing, as well as the professionals who serve them.

California Educators of the Deaf and Hard of Hearing
Dedicated to the pursuit of educational excellence for Deaf and hard of hearing children.
State Special Schools Division -- CalEdFacts
Last Reviewed: Thursday, March 30, 2023

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Deaf Education - State Special Schools (CA Dept of Education)

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Provides technical assistance to and monitoring of local educational agency (LEA) operated programs serving Deaf, DeafBlind, DeafDisabled, and Hard of Hearing students.

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CA Ed Code 56000.5 Deaf Children's Bill of Rights

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CA Ed Code 56000.5 Deaf Children's Bill of Rights

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A Historic Change

In September of 1994, Assembly Bill 1836, "The Deaf Children's Bill of Rights" was signed into law by then-Governor Pete Wilson. The bill was authored by Assemblywoman Delaine Eastin, who later served as the State Superintendent of Public Instruction (1995-2003).This historic legislation acknowledges the essential need for children who are deaf and hard of hearing to be educated in an environment that respects and uses their preferred mode of communication. AB 1836 was encoded as Education Code 56000.5.

Key to the development and ultimate passage of AB 1836 was the Deaf Education Coalition (DEC). Six years of arduous work preceded the passage of this historic legislation. Approximately 25 organizations coalesced to become the DEC. Their common goal was to significantly change the way education and related services were delivered to deaf and hard of hearing children.

What issues does AB 1836 address?

AB 1836 addresses some fundamental human issues -- the ability to communicate with others and the ability to have friends who can talk to you and listen to you. It addresses the need for deaf and hard of hearing children to have teachers, psychologists, assessment staff, and other professionals who are fluent in the language being used by the student. It is also important that deaf and hard of hearing students are educated with a sufficient number of other deaf and hard of hearing classmates to allow free, open, and spontaneous communication.

AB 1836 does not promote one form of communication over another. There is a clear understanding that whatever the mode of communication being used by a deaf or hard of hearing child, it must be respected.

This historic legislation acknowledges the importance of deaf and hard of hearing children being able to associate with others who are also deaf or hard of hearing and who are proficient in the language utilized by the student. That communication includes regular contact with other children, as well as with professionals, including teachers and other school personnel.

The bill also emphasizes the need for deaf and hard of hearing students to be able to participate in all parts of a school program, including after-school social and athletic functions, lunch and recess. It is especially important that there is unfettered access to vocational programs, to allow the deaf or hard of hearing student equal opportunity to prepare for life beyond the school experience.

AB 1836 plays a key role when an Individualized Education Program (IEP) team convenes to consider the needs of deaf and hard of hearing children. This bill stipulates that when the IEP team is developing goals and objectives for a deaf or hard of hearing child, it must consider several important issues. For example,

Does the student have sufficient numbers of schoolmates who are similar in age, language and learning ability?

Are the teachers and other professionals who work with the child skilled in the child's language and way of communicating?

Are the critical elements of the educational program (i.e., academic instruction, school services, and extracurricular activities) available in the child's language and way of communicating?

AB 1836 is one of several critical steps in the state's effort to provide deaf and hard of hearing children with a quality education system.

Last Reviewed: Friday, May 13, 2022

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In September of 1994, Assembly Bill 1836, "The Deaf Children's Bill of Rights" was signed into law by then-Governor Pete Wilson. The bill was authored by Assemblywoman Delaine Eastin, who later served as the State Superintendent of Public Instruction (1995-2003).This historic legislation acknowledges the essential need for children who are deaf and hard of hearing to be educated in an environment that respects and uses their preferred mode of communication.

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State of California & Department of Developmental Services

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Deaf, Hard of Hearing and DeafBlind Resources - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Why Does LSL Matter?

Listening and Spoken Language (LSL) has opened up a world of possibility for children who are deaf or hard of hearing.

With LSL intervention and the right hearing devices, children with hearing loss are listening, talking, learning, and reading just like their hearing friends and siblings.

Learn More

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Listening and Spoken Language (LSL) has opened up a world of possibility for children who are deaf or hard of hearing. With LSL intervention and the right hearing devices, children with hearing loss are listening, talking, learning, and reading just like their hearing friends and siblings. Learn More

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National Association of the Deaf (NAD): Position Statement on Inclusion

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National Association of the Deaf (NAD): Position Statement on Inclusion

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Position Statement on Inclusion - National Association of the Deaf

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The NAD believes that ALL deaf and hard of hearing children are entitled to a Free and Appropriate Public Education (FAPE) in the Least Restrictive

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National Deaf Center on Post Secondary Outcomes 

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National Deaf Center on Post Secondary Outcomes 

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National Deaf Center: Deaf Success for High School Guide

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National Deaf Center: Deaf Success for High School Guide

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Deaf Success: Guide for High Schools Consider transition planning as a coordinated design for life that starts with deaf students. NDC is here to provide resources and support the transition planning process. This guide has key strategies to support deaf success at your high school and beyond.

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National Deaf Education Center at Gallaudet University

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National Deaf Education Center at Gallaudet University

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Clerc Center | PK-12 & Outreach | Home | Gallaudet University

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Explore the Clerc Center at Gallaudet University, dedicated to improving education and resources for deaf and hard of hearing students. Learn more today!

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Why Traditional Behavior Systems Fail with Pathological Demand Avoidance by Prof BerMed

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Why Traditional Behavior Systems Fail with Pathological Demand Avoidance by Prof BerMed

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Myths and Facts about Inclusive Education

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Myths and Facts about Inclusive Education

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Myths and Facts About Inclusive Education

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Fact Sheet   The Least Restrictive Environment (LRE): COPAA

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Fact Sheet   The Least Restrictive Environment (LRE): COPAA