Significant Cognitive Disabilities

Providing Effective Classroom Support to Teachers of Students with Complex Access Needs

This video addresses how leaders can provide effective classroom support to teachers.

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Significant Cognitive Disabilities, ARD/IEP Supports, Instruction

Building a Foundation

The purpose of this series is to create a standard of high-quality instruction for students with significant cognitive disabilities across the state of Texas. Each course in the series explores a Quality Indicator from the Rubric of Effective Practices.

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ARD/IEP Supports, Significant Cognitive Disabilities, Instruction

Individualized Education Programs (IEPs) and Instruction

Explore the key themes from Quality Indicator I: Alignment with State Standards in the Rubric of Effective Practices for Students with Significant Cognitive Disabilities.

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Significant Cognitive Disabilities, Behavior

Comportamiento: Comprender Las Respuestas al Trauma

En este video, Laura Buckner habla sobre la conexión entre el comportamiento, la actitud defensiva y la respuesta al trauma.

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Significant Cognitive Disabilities, Transition

Asesoramiento Sobre Victimización y Acoso

En este vídeo, Laura Buckner habla de la importancia de la independencia y la comunicación en relación con la victimización y el acoso.

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Significant Cognitive Disabilities

Charla Directa con Bianca Salinas

En este video, Bianca Salinas habla sobre la construcción de una relación con la escuela y los beneficios de trabajar en equipo.

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Significant Cognitive Disabilities

Charla Directa con Laura Buckner

En este vídeo, Laura Buckner habla sobre la importancia de establecer vínculos con otras familias de alumnos con discapacidad.

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Significant Cognitive Disabilities, Transition

Planifique el Futuro de Su Hijo Ahora

En este video, Laura Buckner habla sobre la importancia de construir la independencia del estudiante.

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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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