Significant Cognitive Disabilities, Instruction
Student Portfolios for Students with Complex Access Needs
In this video, Ayo Jones shares tips and strategies on student portfolios.
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Significant Cognitive Disabilities
Significant Cognitive Disabilities, Transition
Plan for your child's future now
In this video, Laura Buckner talks about the importance of building a student's independence.
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Significant Cognitive Disabilities, Inclusion
Authentic Inclusion for Students with Complex Access Needs
In this video, Cheryl Jorgensen, an expert on inclusion for students with the most complex access needs, describes authentic inclusion.
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Significant Cognitive Disabilities, Inclusion
Valued Membership in General Education for Students with Complex Access Needs
In this video, Cheryl Jorgensen explains why valued membership in general education so important to students.
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Significant Cognitive Disabilities, Inclusion, Instruction
Universal Design for Learning and Grading for Students with Complex Access Needs
In this video, Cheryl Jorgensen addresses concern over grading when using UDL.
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Significant Cognitive Disabilities, Assistive Technology
Communication Systems for Students with Complex Access Needs Across Environments
In this video, Cheryl Jorgensen emphasizes that communication systems should be consistently used across environments.
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Significant Cognitive Disabilities, Inclusion
Expectations for Team Participation
In this video, Cheryl Jorgensen reviews setting expectations for team participation.
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Significant Cognitive Disabilities
Student-centered Vocabulary
In this video, Ayo Jones reflects upon keeping the vocabulary in communication systems student-centered.
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Significant Cognitive Disabilities, Assistive Technology
Motor Planning
In this video, Ayo Jones talks about motor planning in vocabulary access.
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Significant Cognitive Disabilities, Inclusion
Authentic Social Relationships for Students with Complex Access Needs
In this video, Cheryl Jorgensen outlines how authentic and freely chosen social relationships differ from ones in which students without disabilities are compensated for spending time with students with significant cognitive disabilities.
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