Including learners with significant communication needs in the general education classroom will require additional planning for general and special education teachers as well as related service providers. These include speech-language pathologists, physical and occupational therapists, and vision/hearing specialists. Coordinating the work of these service providers and leveraging their expertise can result in a high quality experience for all the learners in an inclusive class.

The National Center on Intensive Intervention has developed the tools charts to assist educators and families in becoming informed consumers who can select academic and behavioral progress monitoring tools. The charts display the technical rigor of the assessments as reviewed by a Technical Review Committee representing experts in assessment. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an assessment that meets their needs.

On May 8, 2019, PROGRESS Center Advisors Drs. Mitch Yell, David Bateman and leaders Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education.

In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting ambitious IEP goals to ensure that students make progress considering their individual circumstances.

The use of empirically validated instructional practices is pivotal for students with the most significant cognitive disabilities to make academic progress in inclusive settings. The purpose of this literature review is to extend previous literature reviews to bring the review of literature up-to-date on pedagogical practices for students with the most significant disabilities in inclusive settings.

The Working Together Series from CADRE includes five interactive self-directed courses that provide families and educators with strategies for working together and through conflict. Anyone supporting children or youth with disabilities may benefit from this series, however; the setting in which collaborative problem solving and conflict resolution takes place within this series is typically the school or IEP meeting. Facilitation materials are also available.

This IRIS Module is designed to help teachers build positive relationships with families. The module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities (est. completion time: 1 hour).

This module from the IRIS Center defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).

The purpose of the MTSS for All: Including Students with the Most Significant Cognitive Disabilities brief from the TIES Center is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS), a framework for organizing and providing a tiered instructional continuum to support learning for all students, can include students with the most significant cognitive disabilities. Ideas for how to make MTSS fully inclusive of all students are presented following a short history of MTSS and a summary of current MTSS models.

This log from the National Center on Intensive Intervention can be used as a daily and weekly record of your implementation of an individual student’s intensive intervention plan or specially designed instruction. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed notes or adapt for use documenting additional supports and services.