Resources
Page 8: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center and the TIES Center. (2022). Inclusion of Students with Significant Cognitive Disabilities: Supports in the General Education Classroom. Retrieved from https://iris.peabody.vanderbilt.edu/module/scd/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Accessible Teaching, Learning, and Assessment Systems (ATLAS). (2022). What is a learning map model? Dynamic Learning Maps. Retrieved from https://dynamiclearningmaps.org/model
American Speech-Language-Hearing Association. (n.d.-a). Augmentative and alternative communication (AAC). Retrieved from https://www.asha.org/njc/aac/
American Speech-Language-Hearing Association. (n.d.-b). Augmentative and alternative communication (AAC). Retrieved from https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/#collapse_1
American Speech-Language-Hearing Association. (n.d.-c). Augmentative and alternative communication (AAC). Retrieved from https://www.asha.org/public/speech/disorders/aac/
Asmus, J. M., Carter, E. W., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Bottema-Beutel, K., Brock, M. E., Cattey, G. N., Cooney, M., Fesperman, E. S., Hochmam, J. M., Huber, H. B., Lequia, J. L., Lyons, G. L., Vincent, L. B., & Weir, K. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 122(2), 118-137. https://meridian.allenpress.com/ajidd/article-abstract/122/2/118/645/Efficacy-and-Social-Validity-of-Peer-Network?redirectedFrom=fulltext
Beukelman, D. R., & Light, J. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs. (5th ed.). Brookes Publishing.
Biggs, E.E., Carter, E.W., Bumble, J.L., Barnes, K., & Mazur, E.L. (2018). Enhancing peer network interventions for students with complex communication needs. Exceptional children, 85(1), 66-85. https://doi.org/10.1177%2F0014402918792899
Bowman, J.A., McDonnell, J., Ryan, J., Coleman, O.F., Conradi, L.A., & Eichelberger, C. (2020). Effects of general education teacher-delivered embedded instruction to teach students with intellectual disability to solve word problems. Education and Training in Autism and Developmental Disabilities, 55(3), 318-331.
Brock, M.E., & Anderson, E.J. (2021). Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say? Psychology in the Schools, 58(4), 702-722.
Brock, M. E., & Huber, H. B. (2017). Are peer support arrangements an evidence-based practice? A systematic review. The Journal of Special Education, 51(3), 150-163. https://doi.org/10.1177/0022466917708184
Brosh, C. R., Root, J. R., Saunders, A. F., Spooner, F., & Fisher, L. B. (2018). Embedding literacy in mathematics problem solving instruction for learners with intellectual and developmental disability. Inclusion, 6(2), 81-96. https://doi.org/10.1352/2326-6988-6.2.81
Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-3_FINAL_03-03-15.pdf
Buckley, S., Bird, G.. & Sacks, B. (2006). Evidence that we can change the profile from a study of inclusive education. Down syndrome research and practice, 9(3), 51-53.
Burnes, J. J., & Clark, A. K. (2020). Characteristics of students who take Dynamic Learning Maps® alternate assessments (Technical Report No. 20-01). University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS).
Burnes, J. J., & Clark, A. K. (2021). Characteristics of students who take Dynamic Learning Maps® alternate assessments: 2018–2019 (Technical Report No. 20-01). University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS).
Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney, M., Fesperman, E., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G., Moyseenko, K. A., Riesch, L. M., Shalev, R. A., Vincent, L. B., & 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. https://doi.org/10.1177/0014402915598780
CAST. (2018a). Provide multiple means of action & expression. Retrieved from https://udlguidelines.cast.org/action-expression
CAST. (2018b). Provide multiple means of engagement. Retrieved from https://udlguidelines.cast.org/engagement
CONNECT: The Center to Mobilize Early Childhood Knowledge. (2009). Policy advisory: The law on inclusive education. The University of North Carolina, FPG Child Development Institute. Retrieved from https://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/CONNECT-The_Law_on_Inclusive_Education.pdf
Coyne, P., Evans, M., & Karger, J. (2017). Use of a UDL literacy environment by middle school students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 55(1), 4-14. https://doi.org/10.1352/1934-9556-55.1.4
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162-172. https://doi.org/10.1177/0741932510381651
Drager, K.D.R., Finke, E.H. and Serpentine, E.C. (2010). Augmentative and alternative communication: An introduction. In J.S. Damico, N. Müller, & M.J. Ball (Eds.), The handbook of language and speech disorders. (pp. 410-430). John Wiley & Sons.
Erickson, K. A. & Geist, L. A. (2016). The profiles of students with significant cognitive disabilities and complex communication needs. Augmentative and Alternative Communication, 32(3), 187-197. https://doi.org/10.1080/07434618.2016.1213312
Fisher, M., Meyer, L.H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research & Practice for Persons with Severe Disabilities, 27(3), 165-174. https://journals.sagepub.com/doi/10.2511/rpsd.27.3.165
Gallagher, L., & Litton, A. (2014). 54 Tips and tricks for implementing alternative and augmentative communication in the classroom. Independent Living Centre WA. Retrieved from https://www.naperville203.org/cms/lib/IL01904881/Centricity/Domain/89/Top-tips-for-implementing-AAC.pdf
Gevarter, C., Najar, A.M., Siciliano, M. (2022). Teaching children with autism to create multi-symbol messages on augmentative alternative communication applications during play. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-022-00254-w
Giangreco, M.F. (2021). Maslow’s hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), 278-293. https://doi.org/10.1080/08856257.2021.1901377
Heinrich, S., Collins, B.C., Knight, V., & Spriggs, A.D. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in an inclusive setting. Education and Training in Autism and Developmental Disabilities, 51(1), 41-54. Retrieved from https://www.jstor.org/stable/26420363
Hudson, M.E., Browder, D.M., & Wood, L.A., (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons with Severe Disabilities, 38(1), 17-29. https://doi.org/10.2511%2F027494813807046926
Individuals with Disabilities Education Act. 20 U.S. Code § 1400 et seq. (2004). https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1400/c/5
Jimenez, B.A., & Kamei, A. (2015). Embedded instruction: An evaluation of evidence to inform inclusive practice. Inclusion, 3(3), 132-144.
Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. Education Sciences, 11(1), Article 16. https://doi.org/10.3390/educsci11010016
Kearns, J., & Kleinert, J. (2020). Getting to know students who use AAC (TIPS Series: Tip #3). University of Minnesota, TIES Center. Retrieved from https://publications.ici.umn.edu/ties/communicative-competence-tips/getting-to-know-students-who-use-aac
Kleinert, J., Kearns, J., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). Communication competence in the inclusive setting: A review of the literature (Report No. 103). University of Minnesota, TIES Center. https://tiescenter.org/resource/Zg/Ue_eLWQ_eA3nNnb7datg
Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312-328. https://doi.org/10.1177/0014402914563697
Liberator. (2021). Multi modal communication. Retrieved from https://liberator.net.au/support/education/aac/multi-modal
Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children’s school success. Exceptionality, 16(1), 18-32.
Loman, S. L., Strickland-Cohen, K. M., & Walker, V. L. (2018). Promoting the accessibility of SWPBIS for students with severe disabilities. Journal of Positive Behavior Interventions, 20(2), 113-123. https://doi.org/10.1177/1098300717733976
Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C.H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793
McConnell, A., Sanford, C., Martin, J., Cameto, R., & Hodge, L. (2021). Skills, behaviors, expectations, and experiences associated with improved postsecondary outcomes for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 46(4), 240-258. https://doi.org/10.1177/15407969211053810
McLeskey, J.L., Rosenberg, M.S., & Westling, D.L. (2018). Inclusion: Effective practices for all students. (3rd ed.). Pearson.
National Center for Education Statistics. (2022). Students with disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved from https://nces.ed.gov/programs/coe/indicator/cgg.
National Council on Disability. (2018). Every student succeeds act and students with disabilities. Retrieved from https://ncd.gov/sites/default/files/NCD_ESSA-SWD_Accessible.pdf
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards. Retrieved from http://www.corestandards.org/
Next Generation Science Standards. (n.d.) Read the standards. Retrieved from https://www.nextgenscience.org/
Peckham-Hardin, K. D., Hanreddy, A., & Ogletree, B. T. (2018). Preparing teachers to facilitate communication skills in students with severe disabilities (Document No. IC-17). Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2018/09/Preparing-Teachers-to-Facilitate-Communication-Skills-in-Students-With-Severe-Disabilities.pdf
Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and intellectual disability: What do we know and where do we go? Intellectual and Developmental Disabilities, 55(1), 37-47. https://doi.org/10.1352/1934-9556-55.1.37
Ruppar, A.L., Afacan, K., Yang, Y.-L., & Pickett, K.J. (2017). Embedded shared reading to increase literacy in an inclusive English/language arts class: Preliminary efficacy and ecological validity. Education and Training in Autism and Developmental Disabilities, 52(1), 51-63. Retrieved from https://www.jstor.org/stable/26420375
Sabia, R., Thurlow, M. L., & Kearns, J. (2022). Communication supports for students with significant cognitive disabilities: What parents need to know (Brief #9). TIES Center. Retrieved from https://files.tiescenter.org/files/TqatXAhpMq/ties-brief-9?preferredLocale=en-US
Sabia, R., Thurlow, M.L., & Lazarus, S.S. (2020). The general education curriculum—not an alternate curriculum! (Brief #5). TIES Center. Retrieved from https://ici-s.umn.edu/files/hGRYhQDJTP/brief5-the-general-education-curriculum-not-an-alternate-curriculum
Saunders, A. F., Wakeman, S., Reyes, E., Thurlow, M. L., & Vandercook, T. (2020). Instructional practices for students with the most significant disabilities in inclusive settings: A review of the literature (TIES Center Report 104). University of Minnesota, The TIES Center. https://ici-s.umn.edu/files/YtCaKA6y-K?variant=&locale=&fileGroup=pdf
Seaver, K. (2020, October 16). Why give people who use AAC more communication time. Leader Live. Retrieved from https://leader.pubs.asha.org/do/10.1044/2020-1016-aac-awareness/full/
Shurr, J., & Bouck, E. C. (2013). Research on curriculum for students with moderate and severe intellectual disability: A systematic review. Education and Training in Autism and Developmental Disabilities, 48(1), 76-87. Retrieved from http://www.jstor.org/stable/23879888
Stephenson, J., & Limbrick, L. (2015). A review of the use of touch-screen mobile devices by people with developmental disabilities. Journal of Autism and Developmental Disorders, 45, 3777-3791. https://doi.org/10.1007/s10803-013-1878-8
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development and Transition for Exceptional Individuals, 32(3), 160-181. https://doi.org/10.1177/0885728809346960
TIES Center. (2020). Inclusive strategies. Retrieved from https://publications.ici.umn.edu/ties/5-15-45/resources/list-of-inclusive-strategies
TIES Center. (n.d). Communicative supports overview. Retrieved from https://tiescenter.org/topics/communicative-supports/overview
Turnbull, A., & Turnbull, R. (2020). Rights, wrongs, and remedies for inclusive education for students with significant support needs: Professional development, research, and policy reform. Research and Practice for Persons with Severe Disabilities, 45(1), 56-62.
U.S. Department of Education. (2021). 42nd annual report to congress on the implementation of the individuals with disabilities education act, 2020. Retrieved from https://files.eric.ed.gov/fulltext/ED612645.pdf
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (1994, November 23). OSEP memorandum 95-9.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2015). Dear colleague: Guidance on FAPE. Letter. Retrieved from https://sites.ed.gov/idea/files/idea/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf
Wallace, S. & Purdy, M. (2013). More than words. The ASHA Leader, 18(9). https://doi.org/10.1044/leader.FTR1.18092013.40
Woodman, A. C., Smith, L. E., Greenberg, J. S. & Mailick, M. R. (2016). Contextual factors predict patterns of change in functioning over 10 years among adolescents and adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46, 176-189. https://doi.org/10.1007/s10803-015-2561-z
Worah, S., Douglas, S., McNaughton, D., & Kennedy, P. (2010). Augmentative and alternative communication resource guide for teachers. State Education Resource Center. Retrieved from http://aac-rerc.psu.edu/documents/AAC_SERC.pdf
Articles
Johnson, H.N., Wakeman, S.Y., & Clausen, A.M. (2022). Inclusive supports and strategies to increase opportunities to respond for all learners. Teaching Exceptional Children, 1-9 DOI: 10.1177/00400599221114432
This article explores instructional supports and strategies, including opportunities to respond, explicit instruction, turn and talk, think-alouds, graphic organizers, and visual supports. After a description of the strategies, you will read how each strategy can be applied for students with extensive support needs using Universal Design for Learning and practical case study examples.
Kurth, J.A., & Zagona, A. L. (2018). Involvement and participation of students with severe disabilities in SWPBIS. The Journal of Special Education, 52(3), 131–141. https://doi.org/10.1177/0022466918766523
In this study, schoolwide positive behavior intervention and supports (SWPBIS) coaches addressed the extent to which students with extensive support needs (ESN) are included in SWPBIS instruction and activities. This research demonstrates that general educators and related service providers have less knowledge of or involvement in the inclusion of students with ESN in aspects of SWPBIS, particularly in teaching explicit behavioral expectations.
Online Resources
Center for Parent Information & Resources. (2017, January). Assessments for students with the most significant cognitive disabilities: ESSA fact sheet. Retrieved from https://www.parentcenterhub.org/essa-fact-sheet-alt-assess/
Designed to give visitors a “basic overview of the alternate academic achievement standards and alternate assessment provisions contained in ESSA,” this Q&A-style fact sheet covers everything from alternate assessments for students with disabilities to the roles and responsibilities of the student’s IEP team and much more. Further links to other ESSA-related topics are also provided.
Center for Parent Information & Resources. (2020, March). Supports, modifications, and accommodations for students with disabilities. Retrieved from https://www.parentcenterhub.org/accommodations/
Looking for a primer on the basics of supports, modifications, and accommodations? This is a good place to start. This informative resource explains the various categories of instructional and testing supports for students with disabilities, while also offering specific examples ranging from scheduling and setting supports to student response and material supports. Also covered are related services and supplementary aids and services.
National Center on Accessible Educational Materials (2020). Early childhood critical components of the quality indicators for the provision of accessible educational materials & accessible technologies. Retrieved from https://aem.cast.org/get-started/resources/2020/early-childhood-critical-components-of-the-quality-indicators-for-the-provision-of-accessible-educational-materials–accessible-technologies
This resource describes the essential elements of accessible materials and technology for students with disabilities. The quality indicators can be used to evaluate a currently used system or as a decision-making guide to develop new supports.
Orlando, A., & Ruppar, A. (2016). Literacy instruction for students with multiple and severe disabilities who use augmentative/alternative communication (Document No. IC-16). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center. Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2016/10/IC-Literacy-multiple-severe-disabilities.pdf
This resource focuses on literacy instruction for students with severe disabilities, including those who use augmentative and alternative communication systems. With appropriate interventions and supports, the research suggests that students with multiple and severe disabilities can be contributing members of a literate society.
Saunders, A. F., Wakeman, S., Reyes, E., Thurlow, M. L., & Vandercook, T. (2020). Instructional practices for students with the most significant disabilities in inclusive settings: A review of the literature (TIES Center Report 104). University of Minnesota, The TIES Center. Retrieved from https://files.nceo.info/files/YtCaKA6y-K/ties-center-report-104
This literature review describes empirically validated instructional practices and academic interventions for students with significant cognitive disabilities in inclusive settings.
Winton, P., Buysse, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT module 5: Assistive technology interventions [Web-based professional development curriculum]. University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. Retrieved from https://connectmodules.dec-sped.org/connect-modules/learners/module-5/
This module delineates assistive technology interventions that increase students’ access to and participation in inclusive settings. You will practice selecting assistive technology interventions within an example scenario.
Winton, P., Buysse, V., Turnbull, A., & Rous, B. (2010). CONNECT Module 3: Communication for collaboration [Web-based professional development curriculum]. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. Retrieved from https://connectmodules.dec-sped.org/connect-modules/learners/module-3/
This module explores effective practices for communicating and collaborating with professionals and families. Using a five-step process, you walk through a practical example, create a communication plan, and then evaluate the plan.
Websites
Center for Applied Special Technology (CAST)
Created to assist classroom instructors who seek to develop courses of study or curricula that are more easily accessible by all of their students, the Center for Applied Special Technology (CAST) offers a Website overflowing with information and resources that include a detailed explanation of Universal Design for Learning (UDL), links to examples and resources to support UDL implementation, among much, much more.
Center for Standards, Assessment, & Accountability (CSAA)
The Center for Standards, Assessment, & Accountability at WestEd offers resources for the development and utilization of rigorous standards and student-focused assessment and accountability practices. Resources on a variety of topics related to the implementation of standards and assessments can be found under the Resources, Spotlights, and Tools tabs.
National Center on Educational Outcomes (NCEO)
The National Center on Educational Outcomes (NCEO) advocates for the inclusion of students with disabilities, as well as English learners with and without disabilities. This site focuses on the accessibility of assessments and accommodations. With a menu consisting of specific topics and a resources tab in which you can filter your search, NCEO offers an extensive list of publications, current information, and tools you can use to improve results for your students.
Content ExpertsContent was provided by the TIES Center*. Content experts included: Jessica Bowman, TIES Center Module DevelopersJordan Lukins Module Production TeamReviewers Permissions Transcriptions Media specialist/technical support |
Web master MediaNarration Graphics Photos Videos Expert Interviews * TIES Center is supported primarily through a Cooperative Agreement (#h426Y170004) 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 in the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it. |
