# data[].attributes.headline
Teachers are always stressed to pace their lessons in a specific way to maintain compliance, but in doing so it may limit engagement opportunities throughout the lesson. This fast pace (due to compliance) can create a stressful learning environment, especially for students with disabilities that thrive in slower paced environments. In practice this would show up as teachers disciplining students instead of restoring classroom composure/justice. 

# data[].attributes.subject
Teachers are always stressed to pace their lessons in a specific way to maintain compliance, but in doing so it may limit engagement opportunities throughout the lesson. This fast pace (due to compliance) can create a stressful learning environment, especially for students with disabilities that thrive in slower paced environments. In practice this would show up as teachers disciplining students instead of restoring classroom composure/justice. 

# data[].attributes.headline
Fast paced barriers show up when teachers move through content quickly, without checking for understanding, for example transitions between tasks without review or scaffolding. This creates confusion, frustration and disengagement. Using scaffolding and chunking so content is broken into smaller and manageable steps.

# data[].attributes.subject
Fast paced barriers show up when teachers move through content quickly, without checking for understanding, for example transitions between tasks without review or scaffolding. This creates confusion, frustration and disengagement. Using scaffolding and chunking so content is broken into smaller and manageable steps.

# data[].attributes.headline
poor classroom management, teacher just trying to exercise control rather than checking for engagement.                    Impact on high incidence disabilities - students may tune out, inhibit their learning, may feel frustrated which could lead to an incident.     Potential solutions - Have established norms and routines in place so students are already self regulating so there is less need for teacher to focus on compliance and there will be more time for engagement. 

# data[].attributes.subject
poor classroom management, teacher just trying to exercise control rather than checking for engagement.                    Impact on high incidence disabilities - students may tune out, inhibit their learning, may feel frustrated which could lead to an incident.     Potential solutions - Have established norms and routines in place so students are already self regulating so there is less need for teacher to focus on compliance and there will be more time for engagement. 

# data[].attributes.headline
When teachers have low expectations for Students with disabilities, the classroom environment can reflect a lack of academic rigor and opportunity. There's a focus on "rote" tasks rather than "critical thinking." Students may be placed in low level classes and receive minimal encouragement to reach their fullest potential

# data[].attributes.subject
When teachers have low expectations for Students with disabilities, the classroom environment can reflect a lack of academic rigor and opportunity. There's a focus on "rote" tasks rather than "critical thinking." Students may be placed in low level classes and receive minimal encouragement to reach their fullest potential

# data[].attributes.headline
This barrier shows up in practice when teachers continue to keep their student work at one level. This creates the belief that all students perform or will perform at the same level academically and can comprehend the same content.

# data[].attributes.subject
This barrier shows up in practice when teachers continue to keep their student work at one level. This creates the belief that all students perform or will perform at the same level academically and can comprehend the same content.

# data[].attributes.headline
The impact on students with high incidence disabilities is that they then begin to exhibit frustrations due to lack of understanding and/or the content being too low to keep them invested in their learning and in the instructional lessons.

# data[].attributes.subject
The impact on students with high incidence disabilities is that they then begin to exhibit frustrations due to lack of understanding and/or the content being too low to keep them invested in their learning and in the instructional lessons.

# data[].attributes.headline
Referring to IEPs and the use of small group instruction when necessary and multi sensory instruction.

# data[].attributes.subject
Referring to IEPs and the use of small group instruction when necessary and multi sensory instruction.

# data[].attributes.headline
How it shows up in practice: Same type of instruction for all students. Not teaching for different levels. Not adapting assessments and materials to different skill levels or strengths. 

# data[].attributes.subject
How it shows up in practice: Same type of instruction for all students. Not teaching for different levels. Not adapting assessments and materials to different skill levels or strengths. 

# data[].attributes.headline
Impact on students with high incidence disabilities​: Students disengage completely and believe they are not capable of doing the work. Affects self-confidence. Makes them feel excluded. Students feel frustration. 

# data[].attributes.subject
Impact on students with high incidence disabilities​: Students disengage completely and believe they are not capable of doing the work. Affects self-confidence. Makes them feel excluded. Students feel frustration. 

# data[].attributes.headline
Potential solutions or shifts in practice: Get to know your students' strengths and tailor lesson, materials and assessments accordingly. Group students taking into account strengths and areas of need. Use small group instruction when additional explicit instruction is necessary. Using multisensory instruction.

# data[].attributes.subject
Potential solutions or shifts in practice: Get to know your students' strengths and tailor lesson, materials and assessments accordingly. Group students taking into account strengths and areas of need. Use small group instruction when additional explicit instruction is necessary. Using multisensory instruction.