on Behaviors

Measuring and reporting student progress

• Addressing the child’s academic & functional needs

• The importance of “annual” and “measurable”

• Examples

• What about objectives?

From the Perspectives of Teachers Students with significant disabilities:

• Were more aware, responsive, and actively engaged in the general education classroom

• Had increased skill acquisition when educated in a general education class

• Were part of the class and accepted by peers

• Developed more appropriate social and behavioral skills

• Developed a sense of belonging to the group and were aware of their classmates as demonstrated by smiles, high fives, eye contact, and reaching toward them

• Were provided more opportunities for friendship development in a general education classroom

• Had progressed in the area of physical skill development, had increased appropriate behaviors; decreased inappropriate behaviors

• IEP’s of included students contained more instruction in basic skills and more participation with peers without disabilities and overall quality of the IEP’s were higher

• Participated in more academic activities and fewer recreation and leisure activities than in self-contained classrooms

• Were given one-to-one instructional time in general education classrooms equivalent to one-to-one time in a special education classroom

• Were provided more ongoing stimulation than possible in a self-contained special education classroom

From the Perspectives of Students without IEP's:

Students noted positive changes in the SwD as a result of being included

           Social changes – more fun, happier, more creative, more cooperative

           More friends

           Reduced levels of inappropriate behaviors

From the Perspectives of Parents:

• Aware of challenges of inclusive education; yet were enthusiastic about the impact on their child’s development

• Parents reported that students with significant disabilities had acquired academic, communication, social and behavior skills as well as developed friendships and a sense of belonging

BENEFITS TO STUDENTS WITHOUT DISABILITIES

From the Teachers’/Parents’/Students’ Perspectives:

Children without disabilities

           Became more accepting of individual differences

           Were more aware of other children’s needs

           Were more comfortable with individuals with disabilities

           Were more helpful in general to other children

           Were less prejudiced about people who are different

Acquired appreciation for and demonstrated acceptance of students with significant disabilities

           Acquired leadership and enhanced self-esteem

           Will be the next generation of adults and can affect change

 Barriers to Inclusive Education      

FEAR

ATTITUDES

Attitude shift is necessary: From “You can’t do it, so you can’t be a part of it” to “You have a right to access, and you can’t do it now, so I must find a way to help you be a part of it”.

OVERVIEW OF SUCCESSFUL CURRICULUM ADAPTATIONS

1. Change the instructional grouping or arrangements

2. Change the teaching format

3. Change the environmental conditions

4. Change the curricular goals or learning outcomes

5. Change the instructional materials

6. Change the level or type of personal assistance

7. Create an alternative activity

            A collection of isolated and discrete learned behaviors that are rule governed, goal oriented, and directly observable. These skills are situation specific, and vary depending on social context. Social skills could include friendship-making skills, classroom survival skills, skill alternatives to aggression, and skills dealing with stress. 

What is Social Competence? 

The smooth sequential use of these skills to establish ongoing social interactions. 

DOES RESEARCH SUPPORT THE CONCEPT OF INADEQUATE SOCIAL SKILL DEVELOPMENT in STUDENTS WITH a CI or SXI? YES

Individuals with Cognitive Impairments or multiple disabilities: (please remember that these are a collection of possible characteristics for our educational purposes, an individual with a CI or SXI is first an individual and may or may not express any of these characteristics).

• may be more likely to demonstrate socially unacceptable behaviors in social situations

• may be less able to solve social problems

• may be less likely to predict consequences for their social behavior

• may be less likely to adjust to the characteristics of their listeners in conversation

• may be less able to accomplish complex social interactions successfully (persuasion, negotiation, resisting peer pressure)

• may be more likely to be rejected by peers

• may be more often the objects of negative statements, criticisms, warnings

• may be less able to adapt to new social situations

• may be more likely to be judged negatively by adults after informal observation

• may have less tolerance for frustration and failure

• may have difficulty using oral language

• may have difficulty interpreting or inferring the language of others

FACTORS THAT CONTRIBUTE TO SOCIAL SKILL DEFICITS:

Cognitive Traits: Severe language processing deficits or significant cognitive limitations

Severity: More prevalent among individuals with significant cognitive disabilities 

Gender: Females are more likely to experience social adjustment problems

Hyperactivity: Individuals with ineffective impulse control tend to have more social problems

What the research says...

The prevalence of challenging behavior is not unique to individuals with significant disabilities, however, according to Sigafoos et al. (2003) individuals with significant disabilities are at least two to three times more likely to experience challenging behaviors than those without a significant disability. It is believed that individuals with intellectual and other developmental disabilities may experience greater numbers of challenging behaviors because they lack an extensive behavioral repertoire (Sigafoos et al., 2003). Behavioral Repertoire refers to all the responses or behaviors available to an individual. An individual’s deficits in adaptive behavior functioning may cause the individuals behavioral repertoire to be relatively small and restricted. Sigafoos et al. (2003) suggest that the degree of intellectual impairment, physical and sensory capabilities, syndromes, and the opportunities and experiences afforded to individuals to learn affects the behaviors an individual has available to them in their behavioral repertoire and can result in fewer and more restricted forms of behavior in their repertoire. 

WHAT CAN A TEACHER DO? 

• Explicitly teach social skills and appropriate replacement behaviors 

• Provide students with the opportunity to practice (and be rewarded for) social skills and replacement behaviors

• Model, Model, Model

• Determine specific interests or strengths of the rejected child. Celebrate them in a public manner. By playing the expert role, a child can greatly increase his status. 

• Assign child to “leadership” position where classmates are dependent on him/her... This will increase his/her status and acceptance 

• Clearly demonstrate acceptance of and affection for the isolated or rejected child 

• Convey the constant message that the child is worthy of attention

• Assign the rejected child to work in pairs with a "high-status" child who is accepting and supportive

• Search for opportunities to promote and encourage appropriate social interactions

• Pre-select teams when using learning groups 

• Use board and card games to promote social interactions

• Use an unobtrusive “signal system” with the child to use in social situations 

• Establish a reward system to reinforce and recognize appropriate social behavior 

• Make transitions easier for the child by providing a warning signal several minutes prior to the end of an activity 

• Work on one behavior or social skill at a time

• Teach empathy

• Utilize “real life” or television shows to teach valuable social skills

• Provide the child with choices whenever possible (fosters problem solving skills)

• Provide the child with a positive model of appropriate social skills (temper control, courteous listening)

• Recognize the crucial role that child’s parents and siblings can play

Going beyond access....

• Summarizing LRE

• The core of IDEA’s LRE provisions

• Key terms in LRE

• Considering the meaning of “regular educational environment”

• Considering the meaning of “satisfactorily educated”

• Considering “supplementary aids and services”

• What other settings can be considered?

• Who decides placement?

• How does the group decide placement?

• Notifying parents

The Individuals with Disabilities Education Act (IDEA) requires state education agencies (SEAs) to carry out activities to ensure all public agencies are fully informed about their responsibilities for implementing the least restrictive environment (LRE) requirements under 34 CFR §300.114-300.117; and are provided with technical assistance necessary to assist them in implementing compliant policies, procedures, and evidence-based practices consistent with the requirements.

• pdfpdfEducational Placement and the LRE Family Matters Fact Sheet

2. Response Accommodations

3. Timing/Scheduling Accommodations

4. Setting Accommodations

5. Instructional and Organizational Supports

• Accommodations, Modifications, Practices and Supports

• Dispute Resolution Options

• Educational Evaluation, Placement, and Settings

• Educational Law, Policy, and Practices

• Family Support and General Resources

For Organizations

About

Resources

The Communication Matrix has created an assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

1. The right to dignity and respect in all interactions.

2. The right to meaningful communication that is culturally and linguistically appropriate.

3. The right to be addressed directly and not be spoken for or talked about as if not there.

4. The right to receive a response to all communication, even when the desired outcome is not possible.

5. The right to participate across settings as full communication partners.

6. The right to interact socially and to build and keep relationships.

7. The right to be given—and to understand—information about objects, actions, events, and people.

8. The right to ask for or refuse objects, actions, events, and people.

9. The right to express preferences and feelings, make comments, and share opinions.

10. The right to make choices from meaningful options.

11. The right to access services and supports for communication across the lifespan.

12. The right to individualized, working augmentative and alternative communication (AAC) systems and other assistive technology (AT) at all times.

This is the third iteration of the NJC Communication Bill of Rights. The NJC originally developed it to ensure the basic rights of persons with severe disabilities to affect, through communication, the conditions of their existence (NJC, 1992). In 2016, a second version added three more socially focused rights (Brady et al., 2016).

In response to feedback from the NJC Network—a group consisting of family members of people with severe disabilities and professionals—this most recent iteration consolidates and simplifies the wording of the rights so as to make them understandable to all. In a separate guidance document, the NJC provides information about each right. That document also provides strategies and practices for families, caregivers, professionals, and self-advocates as they interact and communicate with persons with severe disabilities (NJC, 2024).

Download a PDF version of the National Joint Committee's Communication Bill of Rights [PDF].

In This Section

• NJC Home Page

• History of the NJC

• NJC Organizations

• Contact Information

• NJC Feedback Form

• Advertising Disclaimer

• Advertise with us

Relationships give students a reason to communicate, and authentic opportunities to develop literacy skills. Having friends and being liked by others is an important protective factor against loneliness and isolation.

Although the research confirms all of these benefits, it is really everyday experience that provides the most convincing evidence. When you ask students about the best part of the school day they most often talk about their friendships, the fun things they did with other students.

You will learn:

Course 1 - Foundations of Inclusive Education (4 Modules)

• What inclusive education is and why it matters - Understanding the foundation and importance of inclusive practices for all students

• How to promote belonging - Strategies for creating welcoming, supportive classroom environments

• How to identify and maximize learning opportunities - Recognizing teachable moments across school activities and environments

• Your role in supporting inclusive IEPs - Collaborating effectively with the educational team and maintaining confidentiality

FTVS HD: First Then Visual Schedule
First Then Visual Schedule 
Visual Schedule Planner
Scene Speak

Communication

All learners have the right to communicate, and communication is a prerequisite for teaching and learning. 
Autonomous communication or the ability to say what you want, when you want, how you want to whoever you want, wherever you want requires literacy.   
Our goal must be to allow all learners to express what they want to communicate.

• Allow a student to access information in ways other than standard visual or auditory means

• Change the way that instruction, directions, and information are presented

• Books and materials with large print

• Visual cues (e.g., color-coded text)

• Audio books

• Closed-captions on videos

The way in which the student is required to respond (e.g., writing, speech)Response accommodations

• Allow students to complete assignments or assessments through ways other than typical verbal or written responses

• Speech-to-text software

• Orally dictate responses (using a scribe or digital recorder)

The characteristics of the setting (e.g., noise level, lighting)Setting accommodations

• Allow for a change in the environment or in how the environment is structured

• Preferential seating (e.g., near the teacher)

• Testing in a separate location

The timing and scheduling of the instruction (e.g., time of day, length of assignment)Timing and scheduling accommodations

• Allow for changes to when and how long students have to complete assignments or assessments

• Allow assignments to be broken down into smaller sections

• Extended time to complete task

• Frequent breaks

• Shorter testing sessions

This list provides links to other related resources (e.g., modules, case studies, Fundamental Skill Sheets, activities, information briefs) to supplement the content in this IRIS Module, allowing users to further deepen or broaden their knowledge of topics.

Modules

• Assistive Technology: An Overview

• Differentiated Instruction: Maximizing the Learning of All Students

• IEPs: Developing High-Quality Individualized Education Programs

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

Case Studies

• Effective Room Arrangement: Elementary

Activities

• Making Presentation Accommodations

• Making Response Accommodations

• Making Setting Accommodations

• Making Timing and Scheduling Accommodations

MI-Access is based on Michigan's alternate content expectations for English language arts, mathematics, science and social studies. Only students whose primary instruction is based on the alternate content expectations and meet the definition of a student with the most significant cognitive disabilities may take MI-Access. Please note that MI-Access is not designed for students with mild disabilities. 

measure that tracks three types of perceptions related to disability: (a) sympathy,

(b) empathy, and (c) advocacy. Sympathy can be described as feelings of sadness

due to the belief that someone is suffering (Jazaieri, 2018; Rojas & Liou, 2017). In

contrast, empathy is the concept of understanding others’ points of view (de Waal,

2008; Zaki & Ochsner, 2012). Empathetic people are often able to see themselves

in others. Finally, advocacy is recognized as one person’s ability to effect systemic

change through collaboration, planning, and conversation (Rausch et al., 2024).

Teacher candidates’ perceptions about disabled students, as well as their future

role in teaching students with disabilities, matter because these beliefs are often

reflected in their instructional choices.

You need to learn about your legal rights and responsibilities. Read and re-read the Individuals with Disabilities Education Act (IDEA). Use a highlighter. Attach sticky notes on those pages that relate to your child’s situation.

There are dozens of good legal research sites on the Internet.

FindLaw is an encyclopedic law site with resources for legal professionals, students, businesses, and the public.

The Legal Information Institute (LII) from the Cornell Law School includes decisions by topic, journal articles, other resources.

Wrightslaw is a special education law and advocacy site.

Learn About Special Education

You need accurate information about your child’s disability, how the disability affects your child, and about appropriate educational and remediation techniques. The groups listed in the Directory of Disabilities Organizations and Information Groups are an invaluable source of information.

For the websites of national disabilities organizations and information groups, go to www.yellowpagesforkids.com/help/dis.orgs.htm

Center for Parent Information and Resources (CPIR) is your central “Hub” of information and products created for the network of Parent Centers serving families of children with disabilities. All the materials found on the CPIR Hub have been created and archived for Parent Centers around the country to help them provide support and services to the families they serve. This site is the legacy site for information from NICHCY.

Get Legal and Advocacy Information From Your State

Contact the Special Education Division of your State Department of Education. Ask for a copy of your state special education laws, regulations, and guidelines. Request all material about special education, IEPs, and Section 504 programs.

To find your State’s website, check the Directory of State Departments of Education.

Your state has an independently operated and funded Protection and Advocacy Office. Their mission is to provide legal and advocacy services to people with disabilities. Some chapters offer special education training programs. Request all publications about special education, IEPs, and parent rights and responsibilities from your state P & A office.

For a list of Protection and Advocacy agencies by state, go to the website for the National Disability Rights Network.

Contact your state Parent Information and Training Center. These centers help families obtain appropriate special education services for their children with disabilities, provide training and information to parents and professionals, help resolve family-school problems, and connect children with disabilities with community resources.

For a list of state Parent Information and Training Centers with contact information, check the Directory of Parent Training Centers:

Request Your Child’s Records

Request a complete copy of your child’s cumulative and confidential files from your child’s school and from the administrative office where the special education department is located. Request a copy of your child’s records from all agencies and individuals that may have information about your child.

Get a Comprehensive Evaluation

Get a comprehensive evaluation of your child from an independent expert in the private sector. The purpose of this evaluation is to identify your child’s problems and develop a plan to address these problems. Before you can make wise decisions about your child’s special education program, you need accurate diagnostic information about the child’s disability, strengths, weaknesses, and needs

At this point, many parents say . . .

• Behavior Therapy & Psychology

• Feeding Therapy

• Music Therapy

• Occupational Therapy/Sensory Integration

• Physical Therapy

• Recreational Therapy

• Speech Therapy

• Multidisciplinary Therapy

Social Programming / Activities

• Arts

• Athletics

• Animals/Nature

• Camps

Respite

• Understanding Respite

• Finding a Provider

• Annual Respite Events

Medical

• Communicating with Your Physician

• Finding a Provider

• Paying for Your Child's Healthcare Expenses

Financial

• Local Assistance Programs

• National Assistance Programs

through the ins and outs of social inclusion.

The material addresses a wide range of subjects—from subject adaptation and student supports to social inclusion. A Getting to Know Me section is included for parents/caregivers and their children to complete together, as is a sample letter to distribute to parents of the other students in your child’s class.

1. Getting to Know Me

2. Educator Manual

3. Intro Letter to Other Parents

4. Accom-modations & Modifications

5. Steps to Social Inclusion

For Leaders

For Families

For Communities

FCRR Student Center Activities

The Academy

Additional Resources

VisionWhat We DoResourcesFind a Literacy Program

Digital Rhyme Activity

Federal Regulations

Michigan Department of Education

Office of Special Education

May 2025

Phonemic Awareness | Phonics | Fluency | Vocabulary | Comprehension

FIELD GUIDE:

Resources for Trainers

and Coaches

Purpose of the Guide This guide helps school teams use the UDL-SIC to improve schoolwide UDL practices or seek UDL school certification. The guide provides: ● an overview of the Schoolwide Implementation Criteria; ● information, tools, and resources related to using the UDL-SIC to improve schoolwide UDL implementation; and ● information, tools, and resources related to using the UDL-SIC to apply for UDL School Certification.

PBIS is a multi-tiered system of support framework that is intentionally designed to meet the behavioral and social needs of all students regardless of disability status. Research has shown that students with significant cognitive disabilities are often not included in PBIS implementation efforts (Walker & Loman, 2022) and miss out on the positive outcomes of the system. By including all students in PBIS, teachers can more efficiently and effectively support students with significant cognitive disabilities in inclusive environments.

Step 5: Progress Monitoring & Data-Based Decision-Making

3-2-1 Reflection

Achievement and

Functional Performance

Statements for IEPs

Analysis

Self-report measure validated for young people ages 13-22 with and without disabilities.

• First Then - Homework - Written Words

• First-Then - Arrival Routine - Pictures

• First-Then - Art Play - Objects

• First-Then - Blank Template

• First-Then - Classroom - Photos

• First-Then - Homework - Photos

• First-Then - Online and Gaming - Photos

• First-Then - Park - Photos

• First-Then - Snack - Photos

Videos

First-Then Board - AIM Video

First-Then Board - InspirED

First-Then Boardmaker Icons

First-Then Objects

First-Then Objects - Home Daily Living

First-Then - Reading and iPad