Inclusion

Inclusion, Instruction

Chapter 1: What Is Collaborative Instruction? (Instructional Leader)

In this Collaboration and Flexible Grouping course, instructional leaders will learn to define, recognize, and identify leadership action to improve collaborative instruction.

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Inclusion, Instruction

Chapter 2: Effective Partnerships in Collaborative Settings (Educator)

In this Collaboration and Flexible Grouping course, educators will learn to identify roles, responsibilities, and communication systems between paraprofessionals and themselves.

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Inclusion, Instruction

Chapter 2: Establishing Leadership Actions that Support Collaborative Instruction (Instructional Leader)

In this Collaboration and Flexible Grouping course, instructional leaders will learn to identify and name the four actions to support the six co-teaching models.

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Inclusion, Instruction

TEA Universal Design for Learning (UDL) 2.2 Website

Discover the Universal Design for Learning (UDL) Guidelines 2.2 on the Texas Education Agency (TEA) website to support inclusive instruction and ensure meaningful access for students with disabilities.

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Instruction, Inclusion

Understanding Accommodations and Modifications

Provides a foundational understanding of the difference between and examples of accommodations and modifications.

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Significant Cognitive Disabilities, Inclusion

Nuestra Mayor Temor - El Acoso

En este video, Bianca Salinas habla sobre la importancia de la inclusión.

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Significant Cognitive Disabilities, Inclusion

Assumptions that Hinder Inclusive Education for Students with Complex Access Needs

In this video, Cheryl Jorgensen, an expert on inclusion for students with the most complex access needs, discusses some assumptions that hinder inclusive education.

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Significant Cognitive Disabilities, Inclusion

Recognizing Presuming Competence in Practice for Students with Complex Access Needs

In this video, Cheryl Jorgensen advises administrators regarding evidence of presuming competence that may be found in a classroom.

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Significant Cognitive Disabilities, Inclusion

Importance of Presuming Competence for Students with Complex Access Needs and the Least Dangerous Assumption

In this video, Cheryl Jorgensen discusses presuming competence and the Least Dangerous Assumption.

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Significant Cognitive Disabilities, Inclusion, Instruction

Inclusion Practices for Students with Complex Support Needs

This collection was created to support a team in transitioning students from self-contained to more inclusive environments.

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Inclusion

Chapter 1: What Is Collaborative Instruction? (Instructional Leader)

Chapter 2: Effective Partnerships in Collaborative Settings (Educator)

Chapter 2: Establishing Leadership Actions that Support Collaborative Instruction (Instructional Leader)

TEA Universal Design for Learning (UDL) 2.2 Website

Understanding Accommodations and Modifications

Nuestra Mayor Temor - El Acoso

Assumptions that Hinder Inclusive Education for Students with Complex Access Needs

Recognizing Presuming Competence in Practice for Students with Complex Access Needs

Importance of Presuming Competence for Students with Complex Access Needs and the Least Dangerous Assumption

Inclusion Practices for Students with Complex Support Needs

Texas Inclusion Contacts

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