Key Concepts Tied to Inclusive Education by

About Least Restrictive Environment and a Continuum of Supports - an historical piece

fishermm1 — 2026-04-24 13:19:44 UTC

In 1988, RPSD published this article by Steven Taylor. Taylor "presents seven conceptual and philosophical flaws or pitfalls in the LRE principle itself, especially when it is applied to people with severe disabilities."

About LRE - Still caught in the continuum

fishermm1 — 2026-04-24 13:21:39 UTC

In 2016, Janet Sauer and Cheryl Jorgensen provided an updated analysis.

About LRE - A continuum of supports and features for inclusive education

fishermm1 — 2026-04-24 13:21:55 UTC

The authors (McSheehan, Schuh, Apgar, MacLeod, and Taub) explain that this description of the continuum of supports and features for inclusive education "is not derived from a literature review or a theory, per se. It grew from our experiences in classrooms: a product of direct service collaborating with students, families, educators, service providers, and administrators. We hope it provides you with a way to get closer to your vision of inclusive education for students with disabilities."

Early Choices LRE Family Resources Guide

fishermm1 — 2026-04-24 13:45:40 UTC

Rightful Presence - brief description via video

fishermm1 — 2026-04-24 15:34:54 UTC

This video provides a brief overview.

SWIFT Center's Rightful Presence Implementation Guide

fishermm1 — 2026-04-24 16:26:52 UTC

What is Universal Design for Learning?

fishermm1 — 2026-04-27 14:00:15 UTC

From the CAST website:

"UDL is a framework to improve and optimize teaching and learning based on what we know about the human brain. Each brain is made of billions of interconnected neurons that form unique pathways. Like fingerprints, no two brains are alike.
Educators face daily challenges in planning for diverse learners. However, learner variability is predictable, and we’ve developed prompts and principles to support educators – the CAST UDL Guidelines.
The CAST UDL Guidelines help educators address the diversity in learning in three main categories:
Engagement (the why of learning): recruiting interest, sustaining effort and persistence, and self-regulation.
Representation (the what of learning): perception, language and symbols, and comprehension.
Action & Expression (the how of learning): physical action, expression and communication, and executive function."

UDL Guidelines

fishermm1 — 2026-04-27 14:20:05 UTC

Click on this link to access information about UDL guidelines.

Essential elements of UDL via video

fishermm1 — 2026-04-27 14:27:55 UTC

A presentation by Dr. Loui Lord Nelson for the Indiana IEP Resource Center.

What is Alternate Assessment?

fishermm1 — 2026-04-27 18:26:24 UTC

From the National Center on Educational Outcomes website: "Alternate assessments are assessments based on alternate academic achievement standards (AA-AAAS). These assessments are intended for students with the most significant cognitive disabilities who are unable to participate in general assessments even with accommodations...

Alternate assessments were initially requ. Up to 1.0% of the total tested state student population in a subject area may participate in the AA-AAAS. Because of this, the AA-AAAS is sometimes referred to as the 1% assessment."

Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting

fishermm1 — 2026-04-27 18:47:41 UTC

In this TIES Center Parent Brief, Ricki Sabia and Martha Thurlow explain why Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! They discuss the characteristics of students with the most significant cognitive disabilities, least restrictive environment, legal provisions, and next steps for parents.

The General Curriculum - Not an Alternate Curriculum

fishermm1 — 2026-04-27 19:00:24 UTC

This TIES Center Parent Brief by Ricki Sabia, Martha Thurlow and Sheryl Lazarus can help parents " determine whether their child with significant cognitive disabilities is provided meaningful access to the general education curriculum. It addresses the myth that students with the most significant cognitive disabilities who take the state’s alternate assessment based on alternate academic achievement standards (AA-AAAS) need an alternate curriculum. This myth is often the basis for inappropriately educating these students in separate settings. See Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! (TIES Center Brief #2)."

The Multi-State Alternate Assessment - Resources

fishermm1 — 2026-04-27 19:27:47 UTC

I am an Educator. Here you can find links to:

Learning Progression Frameworks for Mathematics, K-12.

Learning Progressions Frameworks for English Language Arts, K-12

Content in the works

fishermm1 — 2026-04-28 02:35:02 UTC

Content in the works

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Content in the works

fishermm1 — 2026-04-28 02:35:45 UTC

Content in the works

fishermm1 — 2026-04-28 02:35:56 UTC

Content in the works

fishermm1 — 2026-04-28 02:36:06 UTC

Content in the works

fishermm1 — 2026-04-28 02:36:16 UTC

Content in the works

fishermm1 — 2026-04-28 02:36:28 UTC

Processes - PATH, MAPS, and Circles of Support

fishermm1 — 2026-04-28 03:12:48 UTC

From the Inclusion Press website description: "PATH, MAPS, and CIRCLES were developed to assist individuals, families and their support networks to plan positive and positive futures. Circles came first (with Judith Snow), to discover who was in her life, to work to build an exciting and robust future. MAPS had its origins in schools, to replace the medicalized files with stories that children and adults could use to discover the potential and direction for inclusion and friendship for all. PATH followed by reversing the planning process, beginning with a North Star imagination of dreams and highest purpose, and then a Vision of possibility, working backwards in steps into an action plan to implement a better life."