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Challenge
Initial Thoughts
Perspectives & Resources

Why should students with significant cognitive disabilities be included in general education classrooms?

  • Page 1: Students with Significant Cognitive Disabilities
  • Page 2: Inclusion in Policy and Practice
  • Page 3: Access to General Education Curriculum

How can teachers best plan for and teach students with significant cognitive disabilities in inclusive classrooms?

  • Page 4: Goals, Services, and Supports
  • Page 5: Collaborative Practices
  • Page 6: Addressing Instructional Needs
  • Page 7: Addressing Communication Needs

Resources

  • Page 8: References & Additional Resources
  • Page 9: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

Resources

Page 9: 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/

Content Experts

Content was provided by the TIES Center*. Content experts included:

Jessica Bowman, TIES Center
Amy Clausen, Winthrop University
Holly Johnson, University of North Carolina at Charlotte
Jacqui Kearns, University of Kentucky Human Development Institute
Debbie Taub, OTL Education Solutions
Shawnee Wakeman, University of North Carolina at Charlotte

Module Developers

Jordan Lukins
Kim Skow
Pamela Lehman
Sarah Price

Module Production Team

Reviewers
Sarah Bresnahan
Sara Ioannou
Sarah Semon
Deb Smith
Naomi Tyler

Permissions
TIES Center

Transcriptions
TIES Center

Media specialist/technical support
Brenda Knight
Erik Dunton

Web master:
John Harwood

Media

Narration
Brenda Knight

Graphics
IRIS Center (pp. 1, 3)

Photos
Shutterstock
Expert photos courtesy of the TIES Center

Videos
Courtesy of the TIES Center (pp. 2, 5)

Expert Interviews
Diane Ryndak (p. 1)
Jessica Bowman (p. 3)
Shawnee Wakeman (p. 5)
Elizabeth Hartmann (p. 6)
Robert Pennington (p. 7)

* TIES Center is supported primarily through a Cooperative Agreement (#H326Y170004) 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.

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