# data[].attributes.body
Intellectual Disability: students with significant limitations in intellectual functioning and adaptive behavior; can be expressed in conceptual, social, and practical adaptive skills

Developmental Disabilities: "severe, lifelong disabilities attributable to mental and/or physical impairments, manifested before age 22"

# data[].attributes.headline
Students with Significant Cognitive Disabilities and Hearing Loss

# data[].attributes.subject
Students with Significant Cognitive Disabilities and Hearing Loss

# data[].attributes.body
SCD-HL: Students with a SCD have an intellectual disability that is characterized by significant limitations in intellectual functioning and adaptive behaviors (as described above)and students with SCD-HL have a significant cognitive disability accompanied with hearing loss

*Low incidence disability and believed that some individuals with an SCD have unidentified hearing loss and those identified are not using personal hearing technology*

# data[].attributes.attachment_link.title
Erickson and Quick.2016_Profiles of students with SCD and hearing loss CONVERTED

# data[].attributes.headline
Students with Significant Cognitive Disabilities and Complex Communication Needs

# data[].attributes.subject
Students with Significant Cognitive Disabilities and Complex Communication Needs

# data[].attributes.body
SCD-CCN: A student with an SCD-CCN have a significant cognitive disability accompanied with a complex communication need meaning they communicate differently; through symbolic communication or receptive/expressive communication

Symbolic Communication: can be unaided (spoken words and manual signs) or aided (line drawings, tactile symbols, photographs, icons) as well as at varying levels of complexity to support a variety of communicative intents

Receptive Communication: 46%-49% of students with SCD are able to independently follow one and two step instructions through spoken words, sign or print. Additional supports are needed by 37% in the form of gestures, pictures, objects, or models

# data[].attributes.attachment_link.title
Erickson and Geist.2016_Profiles of students with SCD and CCNs CONVERTED

# data[].attributes.body
Mild, moderate, and severe disability are used as umbrella terms for the wide range of individuals that may fall into these categories. The students that fall into these categories may range from an individual with informational deficits to an individual with deaf-blindness. A tool that is often used to place students into these categories of disability is IQ. Their IQ can determine whether their disability falls into the realm of mild, moderate, severe or profound. An IQ between 55-69 present as having a mild disability, an IQ between 40-54 present as having a moderate disability, an IQ of 25-39 present as having a severe disability and less than that presents as having a profound disability.

# data[].attributes.body
The Association for Persons with Severe Handicaps (TASH) is a nonprofit committed to advocacy for individuals with disabilities all over the world. They advocate for human rights and inclusion for individuals with significant disabilities and support needs. TASH works to advance inclusive communities through research, advocacy, professional development, policy, and making information available to parents, families, and self-advocates.

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TASH advances equity, opportunity, and inclusion for people with disabilities through advocacy, research, and practice.

# data[].attributes.body
The North Carolina Council for Exceptional Children is a professional association of educators committed to advancing successes of students with exceptionalities. They advocate for appropriate government policies, set professional standards, provide professional development, and advocate for newly and historically underserved individuals with exceptionalities. They also work to ensure professionals can obtain the condition and resources for necessary and effective professional practice.

# data[].attributes.body
The Division on Autism and Developmental Disabilities (DADD) is an organization committed to enhancing the quality of life of children, youth, and adults with autism, intellectual disability, and/or developmental disability. They seek to promote and disseminate research-based practices in education ensuring the continued advancement of positive educational and life outcomes for individuals with autism, intellectual disability and/or developmental disability.

# data[].attributes.body
The American Association on Intellectual and Developmental Disabilities promotes progressive policies, sound research, effective practices, and universal human rights for individuals with intellectual and developmental disabilities. They are the leader in advocating for quality of life and rights for those with intellectual disabilities with over 5,000 members in the United States and in 55 countries worldwide.

# data[].attributes.attachment_link.description
Official website of the American Association on Intellectual and Developmental Disabilities. Research for doctors, nurses, health care professionals and more!

# data[].attributes.body
"Consistent with a learner's chronological age"

# data[].attributes.body
"Individualized education plan goals, standards (if applicable), lesson objectives, planned supports, and learning tasks and materials are aligned when they consistently address the same/similar learning goal"

# data[].attributes.headline
Alternate or Modified Achievement Standards

# data[].attributes.subject
Alternate or Modified Achievement Standards

# data[].attributes.body
"Alternate achievement standards are adopted by states for learners with the most significant cognitive
disabilities and are based on the grade-level content, but at reduced depth, breadth, and complexity. Not all states have adopted alternate achievement standards"

# data[].attributes.body
"Authentic work completed by you and your focus learner, including lesson plans, copies of instructional and assessment materials, video clip(s) of your teaching, and the
learner’s work samples. Artifacts are submitted as part of your evidence"

# data[].attributes.body
"Assessments provide
evidence of learners’ prior knowledge, thinking, performances, or learning in order to evaluate what learners understand and how they are thinking or reacting under specific conditions. Informal assessments may include such things as learner questions and responses during instruction and teacher observations of learners as they work or perform. Formal assessments may include such things as performance records as well as traditional academic assessments such as quizzes, homework assignments, and projects"

# data[].attributes.body
Personal: "Refers to specific background information that learners bring to the
learning environment. Learners may bring interests, knowledge, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to
support learning"

Cultural: "Refers to the cultural backgrounds and practices that learners bring to the
learning environment, such as traditions, languages and dialects, world-views, literature, art, and so on, that a teacher can draw upon to support learning"

Community: "Refers to common backgrounds and experiences that learners bring from the community where they live, such as resources, local landmarks and institutions, community events, practices, and so on, that a teacher can draw
upon to support learners in developing and applying learning"

# data[].attributes.body
"Any item, piece of equipment, or product system, whether acquired
commercially, off the shelf, modified, or customized, which is used to increase, maintain, or
improve the functional capabilities of children with disabilities"

# data[].attributes.body
"Information that describes pre-instruction levels of knowledge and/or skill. For this assessment, baseline data can be gathered in a variety of ways (e.g., systematic
observations, teacher-made tests, curriculum-based measures, task analysis assessment, standardized tests, prior instructional history, IEP present levels of performance, prior performance). This information is gathered prior to instruction and is used later for comparative purpose"

# data[].attributes.body
"Extending or probing ahead of a learner’s current knowledge or performance levels"

# data[].attributes.body
"Submitted as part of each task, and along with artifacts, make up your evidence. The commentaries should be written to explain the rationale behind your teaching
decisions and to analyze and reflect on what you have learned about your teaching practice and the learning of your focus learner"

# data[].attributes.body
"Receiving and conveying information, meanings, concepts, or feelings. Communication includes language content, form, and sequence; various communication
modes or forms, including augmented communication, verbal and nonverbal communication, and devices and other technology; expressive or receptive communication; and initiative or responsive communication."

Communication Skill: "Specific ways that communication is used by learners to participate in learning tasks and/or to demonstrate their learning. The skill can focus
on understanding or interpreting communication or on its actual use"

Communication Supports: "Strategies that are used to build the focus learner’s goal related communication within a learning task. Strategies involve modeling the appropriate communication for learners to understand or use in a learning task as well as opportunities for guided practice, generalization, and maintenance. Communication supports also include assistive technology and other mediators"

# data[].attributes.body
"When candidates explain what students cannot do based primarily on learners’ cultural or linguistic  backgrounds, the challenges they face outside of school, or
from lack of family support. Deficit thinking is also revealed when the learner’s learning or performance challenges lead to a pattern of a candidate demonstrating low expectations relative to the learner’s potential, not taking responsibility for providing appropriate instruction or support, or not acknowledging any learner strengths and need for challenge"

# data[].attributes.body
"Patterns of strengths and needs common to groups of learners who are significantly different from an established norm. These strengths and needs may be cognitive, emotional, behavioral, medical, social, and/or physical"

# data[].attributes.body
"Using instructional and motivational strategies that promote active
involvement of the learner in learning tasks designed to support acquisition and application
of knowledge and skills related to specific lesson objectives. Engagement in learning contrasts with learner participation in learning tasks that are not well designed and/or implemented and do not increase learning"

# data[].attributes.body
"Consists of artifacts that document how you planned and implemented instruction AND commentaries that explain your plans and what is seen in the video recording(s) or
examine what you learned about your teaching practice and the resulting learning. Evidence
should demonstrate your ability to design lesson plans with instructional supports that
deepen learning, use knowledge of your focus learner to inform instruction, foster a positive
learning environment that promotes learning, monitor and assess the focus learner’s progress toward lesson objectives, and analyze your teaching effectiveness"

# data[].attributes.body
"The transfer of learned information from particular instances to other
environments, people, times, and events"

# data[].attributes.body
"A program/plan that sets forth individualized learning goals and required special instruction and related services for an individual learner with a disability. When capitalized, it refers to the Individualized Education Program required under the Individuals with Disabilities Education Act (IDEA). For children under 2, the plan is
the Individual Family Service Plan (IFSP), which includes, in part, plans for interventions and
direct support by the early interventionist for the learning and development of young learners
(as opposed to family supports, which are also included in the IFSP). Some private facilities are not subject to IDEA, and develop their own programs/plans for individual learners. If your focus learner has an IFSP or another individualized program/plan other than an IEP, use elements of this program/plan when responding to prompts and directions about an IEP"

# data[].attributes.body
"The desired learning outcomes for the learning segment.
Knowledge and skills are meant to include not only discrete knowledge and skills but also conceptual understanding and the knowledge of how and when to use knowledge, concepts, skills, and strategies to shape behavior and performance"

# data[].attributes.body
"The designed physical and emotional context, established and
maintained throughout the learning segment to support a positive and productive learning experience for the focus learner, with appropriate modifications, adaptations, and accommodations to meet individual learner needs"

# data[].attributes.body
"A short-term learner outcome that is achieved over time by meeting related lesson objectives; the outcome of the learning segment, what the focus learner will know or
be able to do by the end of the 3–5 lessons. This includes acquisition, fluency, maintenance, or generalization"

# data[].attributes.body
"A set of 3–5 lessons that build one upon another toward a learning goal, with a clearly defined beginning and end"

# data[].attributes.body
"An activity that engages the focus learner in developing, practicing,
generalizing, and/or maintaining knowledge and skills related to one or more specific lesson objectives. Learning tasks may be scaffolded to connect prior knowledge to new knowledge and include guided practice and feedback to a learner. In a curricular area to develop motor skills, a learning task might focus on developing the fine-motor skills or eye-hand coordination to cut up a piece of chicken with a knife and fork. In an academic curricular area, a learning task might be answering comprehension questions about a passage from a
chapter book. A learning task in the social curricular area might be learning to recognize and
describe one’s feelings"

# data[].attributes.body
"Measurable learning outcomes for each lesson that, over time and
combined with other instructional objectives, enable a learner to reach the learning goal"

# data[].attributes.body
"In behavior assessment, term used to describe the extent to which a
learner’s behavior is self-sustaining over time"

# data[].attributes.body
"The learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and/or scaffolding
that are deliberately selected or designed to facilitate learning of the targeted knowledge
and skills"

# data[].attributes.body
"What learners know and are able to do prior to new instruction"

# data[].attributes.body
"Applying acquired knowledge in new and unfamiliar situations, actively engaging in thinking processes"

# data[].attributes.body
"In the context of instruction of the learner, supports (e.g., pictures, videos, verbal or written statements, color cues) put into place prior to instruction that increase the likelihood that the learner will give a correct response or perform a correct behavior or task. Another way prompts are used in instruction is a question or guidance (verbal or nonverbal) during instruction to guide the learner to think about something or do something different that will
lead to a more appropriate or deeper response. In the context of an assessment, a question
or direction to guide the learner to do a task that can be assessed to determine learner progress toward lesson objectives. In the context of the candidate and edTPA, a prompt is a commentary question or direction to which the candidate responds to provide a rationale,
reflection, or analysis"

# data[].attributes.body
"A close and harmonious relationship in which the people or groups understand each other’s feelings or ideas and communicate well with each other"

# data[].attributes.body
"A positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem. Respect can be a specific feeling of regard for the
actual qualities of the one respected. It can also be conduct in accord with a specific ethic of
respect. Rude conduct is usually considered to indicate a lack of respect, disrespect, whereas actions that honor somebody or something indicate respect. Note that respectful actions and conduct are culturally defined and may be context dependent"

# data[].attributes.body
"Subject-specific evaluation criteria used to score your performance on edTPA. These rubrics are included in the handbook following the directions for each task. The
descriptors in the five-level rubrics address a wide range of performance representing the knowledge and skills of a novice not ready to teach (Level 1) to the advanced practices of a highly accomplished beginner (Level 5)"

# data[].attributes.body
"Emotional or physical threats"

# data[].attributes.body
"A process in which a teacher adds supports for learners to enhance learning and aid in the mastery of tasks. There are several types of scaffolds. In one, a teacher
supports learners by “systematically building on their experiences and knowledge” while
they are learning new skills (instructional scaffolding). Another type of scaffold is the use of
written prompts and cues to help learners to perform a task or to use a given strategy (material scaffolding). A third type is a method of instruction whereby a teacher begins by specifying the steps in a task or instructional strategy and then goes on to model those steps for his or her class while verbalizing his or her thought process (task scaffolding)"

# data[].attributes.body
"A combination of skills, knowledge, and beliefs that enable a person to
engage in goal-directed, self-regulated, autonomous behavior. An understanding of one's strengths and limitations, together with a belief of oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes,
individuals have greater ability to take control of their lives and assume the role of successful adults in our society. For learners with severe and profound learning
challenges, this may take the form of making choices between alternatives or learning to
communicate wishes or needs"

# data[].attributes.body
"Alternatively referred to as self-regulated learning or self-management strategies, involve teaching learners to modify and regulate their own behavior
without external control and allow them to become active participants in their own learning. The strategies include but are not limited to using self-managed cues or prompts (auditory, visual, tactile) to regulate behavior, self-instruction, self-monitoring, self-evaluation, self-reinforcement, and self-correction"

# data[].attributes.body
"What learners know and are able to do"

# data[].attributes.body
In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children (CEC) has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice:
-Collaboration
-Assessment
-Social/Emotional/Behavior
-Instruction

# data[].attributes.body
Systematic instruction is an evidence-based method for teaching individuals with disabilities that incorporates the principles of applied behavior analysis and allows for educators to teach a wide range of skills, including everything from academic to functional living skills

# data[].attributes.body
Chained behaviors that are broken down into discrete behaviors.
Breaking a task down into steps.

# data[].attributes.body
Encouraging a desired response from a learner.

# data[].attributes.attachment_link.readable_text
Prompting is when a parent or therapist engages in encouraging the desired response from a learner. Depending on the learner and the skills being taught one may use most intrusive to least intrusive prompting hierarchy and teach the individual in what is called an "errorless" manner (i.e. don't let the individual make mistakes).

Sometimes least to most prompting is used as this allows for an individual to engage independently in steps or skills that have not been explicitly taught and mastered.

There are different forms of prompting:

1. Verbal Cues - this is what one tells a learner to do in order to complete a certain task. An example is a parent teaching a child to spell the word "ball" by saying, "Spell Ball," then prompting the child for the correct response, "B-A-L-L."

2. Visual Cues - uses physical or tangible objects to aid in completing a certain task. An example would be presenting a picture of a ball with the word "ball" spelled on it to a learner to teach the learner how to spell the word "ball".

3. Demonstration or Modeling - here a parent or therapist teaches a child how to complete a task by acting out the task and having the child follow. An example is telling the child to "touch the ball" and touching the ball with his or her own hand.

4. Physical Guidance - this involves manipulation in order to teach a learner. An example of physical guidance would be a parent or therapist actually guiding the child's hand towards the ball to touch it.

1. Use prompts at the same time that you give the SD or command (e.g. "Touch (apple)." When using prompt hierarchy of most intrusive to least intrusive, fade the prompts as quickly as possible, until no prompting is required.

2. After a prompted trial, always give the SD again to see if the prompt helped teach the skill.

3. Avoid prompt dependence.

4. Be cautious of inadvertent prompting.

Copyright © by Special Learning Inc. All right reserved.

No part of this article may be reproduced without written permission. For information, email contact@special-learning.com.

# data[].attributes.attachment_link.title
What is Prompting? - Special Learning Article

# data[].attributes.attachment_link.description
Prompting is when a parent or therapist engages in encouraging the desired response from a learner. Depending on the learner and the skills being taught one may use most intrusive to least intrusive prompting hierarchy and teach the individual in what is called an "errorless" manner (i.e. don't let the individual make mistakes).

# data[].attributes.body
Time delay is a practice that focuses on fading the use of prompts during instructional activities
while also delivering reinforcement to increase the likelihood that target skills/behaviors will be
used in the future.

# data[].attributes.body
Providing response to a student's performance.

# data[].attributes.body
Being that literacy skills are crucial in not only school settings but work and community settings as well, students with Physical Disabilities and Complex Communication Needs (PDCCN) can benefit from adapted instruction. Augmentative and alternative communication (AAC) is often used by students with PDCCN and ensuring that AAC systems are facilitating instruction is essential to student success. Determining this success can be done through teachers creating meaningful literacy instruction that requires them to engage in modified assessment procedures, determine students' response modes, and systematically plan for instructional opportunities.

# data[].attributes.headline
Teaching Writing Skills to Students with Intellectual Disability 

# data[].attributes.subject
Teaching Writing Skills to Students with Intellectual Disability 

# data[].attributes.body
A: Accommodations and Assistive Technologies- supports can help students avoid common hurdles to developing cohesive written products
C: Concrete Writing Topics and Experiences- altering the wording of a prompt and adding relevant pictures to support students' understanding of the prompt or to provide context for planning a response
C: Critical Skills- target both academic and life skills during instruction
E: Explicit Instruction- specify a target skill to be learned and create a task analysis of that skill
S: Strategy Instruction- description of the writing strategy; clear modeling of the strategy, including a "think-aloud" procedure; multiple opportunities for practice with feedback; and opportunities to generalize the strategy
S: Systematic Evaluation- approach the evaluation of students' writing skills systematically and thoughtfully; may consider using a task analysis to identify the important sub-skills within a broader writing task

# data[].attributes.attachment_link.title
CannellaMalone et al. 2015_ACCESS Teaching writing skills to students with IDCONVERTED

# data[].attributes.headline
Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

# data[].attributes.subject
Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

# data[].attributes.body
"This study evaluated the ability of special and general edu- cation teacher pairs to design and implement adapted grade- level story-based lessons for students with moderate intellectual disability and autism. Specifically, the results of this study indicate special education teachers can follow a 12-step task analysis to adapt books for students with moderate intellectual disability and autism with all 3 special education teachers making immediate gains from baseline to intervention. In addition, the results indicate general education teachers can reliably implement a task analysis that incorporates an adapted book in their reading instruction for students with moderate intellectual disability and autism with all 3 general education teachers making immediate gains in implementation from baseline to intervention condition. These results support and extend the growing body of research on the effectiveness of using story-based lessons by demonstrating that the general edu- cation teacher and special education teacher can effectively collaborate on the development and implementation of story- based lessons for students with moderate intellectual disability and autism in inclusive settings.

This study also examined the effects of story-based lessons on the academic engaged time of students with moderate intellectual disability and autism in general education settings. Results of this study provide evidence that may offer an effective way to increase engagement for students with moderate intellectual disability and autism in general education classrooms during literacy instruction. This adds support to the existing research that students with moderate and severe intellectual disability (including autism) can meaningfully participate in general education activities (Jameson, McDonnell, Polychronis, Riesen, & Taylor, 2008; Johnson, McDonnell, Holzwarth, & Hunter, 2004; McDonnell, Mathot-Buckner, Thorson, & Fister, 2001; McDonnell, Thorson, McQuivey, & Kiefer-O'Donnell, 1997)."

# data[].attributes.attachment_link.title
Courtade et al. 2013 shared story reading CONVERTED

# data[].attributes.headline
Teaching Number Identification to Students with Severe Disabilities Using Response Cards

# data[].attributes.subject
Teaching Number Identification to Students with Severe Disabilities Using Response Cards

# data[].attributes.body
"Participant data compiled from this study indicated that the effect of response cards and a system of least prompts increased overall numeral identification among students with severe disabilities. This is the first study to com- bine the method of ASR and the system of least prompts to exhibit increased numeral identification. In addition, this is one of the few studies to look at using a response card method with students with severe disabilities (e.g., Hom et al., 2006). Although, investigations of the effects of response cards on student responding are abundant, students with severe disabilities have been largely left out of this research. Additionally, this is one of the few studies to look at teaching a specific math skill to elementary students using both methods.
The findings of this study could be explained by the fact that the students were systematically taught the numeral identification through a system of least prompts while responding through the use of response cards. Colyer and Collins (1996) demonstrated in their study that students could effectively be taught mathematics skills through a system of least prompts. They successfully taught money skills to students by focusing on the system of prompts. As in this study, students were given the opportunity to answer with prompting when needed until the student could independently answer the task direction (i.e., presentation of the numeral and command to "find the one that looks like mine") and the prompts were systematically faded over teaching trials resulting in skill acquisition. Students also demonstrated improvement in answering with the response cards, which is consistent with Berrong et al. (2007) when the authors suggest "response cards have positive effects not only in terms of increased students' responding and accuracy of student's responding, but also in an in- creased student academic learning" (p. 189)."

# data[].attributes.attachment_link.title
Skibo et al. 2011_Math CONVERTED Accessible

# data[].attributes.headline
Teaching Students with Autism and Intellectual Disability to Solve Algebraic Word Problems

# data[].attributes.subject
Teaching Students with Autism and Intellectual Disability to Solve Algebraic Word Problems

# data[].attributes.body
"The purpose of this study was to evaluate the effects of MSBI on mathematical problem solving by students with ASD. Participants were taught to solve group problems that required algebraic reasoning using MSBI, which included explicit instruction, an 8-step task analysis, a graphic organizer, and visual sup- port for writing an equation. A functional relation was found between MSBI and problem solving. Non-parametric effect size (Tau-U) confirmed visual analysis of a large effect (.87). All participants were able to discriminate between problem types to choose the correct operation and solve problems.

Mathematical problem solving is a pivotal skill, yet it has not received as much attention from researchers as basic and discrete applications of mathematics (King, Lemons, & Davidson, 2016; Spooner et al., 2018). Although algebra is a distinct domain of mathematics, algebraic reasoning is required for fluency and conceptual knowledge across domains (Van de Walle et al., 2016). Students with ASD/ID face several barriers to becoming flu- ent “algebra problem solvers”, including work- ing memory, executive functioning, and language, and require explicit learning strategy instruction to access this general curriculum content.

The results of this study make an important contribution to the field’s knowledge on the application of evidence-based practices to teach mathematical problem solving to students with ASD/ID. MSBI incorporates several established evidence-based practices, including systematic instruction, graphic organizer training, and explicit instruction (Spooner, Root, et al., 2018). These findings extend the boundaries on generalization of problem solving established by prior MSBI studies, including successful application of the strategy to more complex domains of mathematics (i.e., algebra) and calculation of double digit numbers. In addition, the results of this study highlight the need for explicit discrimination training."

# data[].attributes.attachment_link.title
Root et al. 2018_Teaching students to solve algebraic word problems_CONVERTED.accessible

# data[].attributes.headline
Teaching Students with Significant Cognitive Disabilities to Count

# data[].attributes.subject
Teaching Students with Significant Cognitive Disabilities to Count

# data[].attributes.body
"Early counting is an important functional skill that is needed in day- to-day activities and is essential to the acquisition of later mathematics knowledge. In developing an understanding of number, students with significant cognitive disabilities need experience, practice, and the disabilities with the kind of repeated, structured, and predictable instruction they require. This routine, combined with instruction that reflects the grade- level standards (e.g., geometry or measurement), allows students to apply emerging counting skills in other mathematics contexts and is intended to ameliorate the challenges many students with significant cognitive disabilities experience when learning to count."

# data[].attributes.attachment_link.title
Greer et al. Teaching students with SCD to count_CONVERTED accessible

# data[].attributes.headline
Promoting Inclusive Practices in Inquiry-Based Science Classrooms

# data[].attributes.subject
Promoting Inclusive Practices in Inquiry-Based Science Classrooms

# data[].attributes.body
"The use of big ideas, mnemonics, multimodal presentations, and formative assessments promotes inclusive practices and closely aligns with the UDL framework by promoting multiple means of representation, actions and expression, and engagement (CAST, 2011). These research-based practices should not be limited to use in science classrooms, but should be utilized in all school settings to accommodate the variability of learners. Yet in an inquiry-based science class, not embracing UDL principles means that students with disabilities could struggle with a single approach to representing, acting upon, expressing, or engaging in the big ideas presented. As classrooms become more diversified and the “one- size-fits-all” approach to teaching is no longer appropriate, teachers in both science and special education need to embrace research-based teaching enhancements into all student learning environments."

# data[].attributes.attachment_link.title
Watt et al._2013.Promoting Inclusive Practices in Inquiry based science classrooms

# data[].attributes.headline
Inclusive Inquiry Science Using Peer-Meditated Embedded Instruction for Students with Moderate Intellectual Disability 

# data[].attributes.subject
Inclusive Inquiry Science Using Peer-Meditated Embedded Instruction for Students with Moderate Intellectual Disability 

# data[].attributes.body
"In this study there was an overall functional relationship between the peer-mediated embedded time-delay instruction and the number of correct student science responses. Data from all five students indicated that the intervention had a positive effect on students’ science vocabulary and concept knowledge.

One important component of the intervention was the embedded time-delay procedure. McDonnell et al. (2002) taught para-educators to embed time-delay trials for four students with moderate disabilities to read and define academic sight words within the context of an inclusive setting. In the current study, general education peers rather than para-educators learned to embed trials for students with moderate intellectual disability to identify science sight words, picture symbols, match words to picture symbols, and concept statements. McDonnell et al. found that para-educators were able to embed trials using systematic instruction at a high-fidelity level, leading to the acquisition of sight words and definitions by all four students. Similarly in this study, peers were able to effectively embed trials using systematic instruction (i.e., time-delay) within an inclusive classroom, leading to the acquisition of science vocabulary and concept statements for all five target students."

# data[].attributes.attachment_link.title
Jimenez et al. 2012 Inclusive inquiry science using peer mediated embedded instruction for students with moderate intellectual disability CONVERTED

# data[].attributes.headline
Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability 

# data[].attributes.subject
Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability 

# data[].attributes.body
"To have a full educational opportunity, students with ASD need science education that addresses the range of standards taught to all students. The challenge of science instruction is that it requires conceptual learning that can be difficult for students with ASD, especially if they also have an intellectual disability. We demonstrated that using GOs and systematic instruction can promote conceptual learn- ing. Future research is needed to see whether students can maintain or improve this pace of conceptual learning in the ongoing pace of the general science curriculum. Although some students may not be able to master all science concepts in the general curriculum, they might attain the “big ideas” for each chapter or unit of instruction if systematic instructional procedures like those introduced in this study are applied."

# data[].attributes.attachment_link.title
Knight et al. 2013 Using systematic instruction and GO to teach science concepts to students with ASD and ID CONVERTED

# data[].attributes.headline
Effects of Structured Inquiry and Graphic Organizers on Social Studies Comprehension by Students with Autism Spectrum Disorders

# data[].attributes.subject
Effects of Structured Inquiry and Graphic Organizers on Social Studies Comprehension by Students with Autism Spectrum Disorders

# data[].attributes.body
"Social studies skills are competences, which if acquired, increase the likelihood of fuller participation in society in which an individual lives. Since it is likely that the number of states requiring social studies as part of their AA-AAS will continue to expand, research on instructional methodologies in this content area are needed for students with MSD and ASD. In the meantime, classroom personnel finding themselves in a position to teach social studies content should use guided inquiry paired with graphic organizers and systematic instruction to teach social studies skills to students with MSD and ASD. "

# data[].attributes.headline
A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities 

# data[].attributes.subject
A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities 

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"To balance the multiple instructional priorities for SwMSD, teachers can consider methods for providing academic core content in ways that are also relevant, meaningful, and necessary in current and future environments. In all of the above vignettes, teachers began by using PCP and IEP goals based on student and team input. The IEP team was careful to include relevant transition skills in addition to the core academic areas. In all content areas, teachers should con- sider the use of visual supports, evidence-based instructional strategies, and generalization of learned skills. The preceding examples illustrate research-based methods for providing SwMSD a full educational opportunity, address- ing the multiple priorities integral for successful transitions to adulthood. Table 1 provides a list of resources teachers may find useful for developing meaningful lessons for SwMSD that address multiple instructional priorities."

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Root et al. 2017_A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities

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Link to Where NC Extended Content Standards for All Subjects Can Be Found

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Link to Where NC Extended Content Standards for All Subjects Can Be Found

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Dot Notation for Standards Home Base, the student information and instructional improvement system, provides resources that are aligned to these standards and provides the ability for teachers to conduct standards-based grading, where appropriate. To support these functions, each standard within the North Carolina Standard Course of Study has been associated with a unique dot notation as outlined at http://center.ncsu.edu/standards/search.php.