In this inclusive upper elementary classroom, two students are working together to combine short sentences into longer, more complex sentences. A fifth-grade student is working with a peer with complex needs.

This inclusive lower elementary class is beginning a predictable chart writing lesson. This video highlights one student's use of her communication system to engage in the activity.

In this inclusive upper elementary classroom, students are working on story elements and text-to-self connections. One student is learning to use his communication device to participate in the group lesson. The practice to note in this clip is how the teacher acknowledges the student's communication attempt.

In this video, Ayo Jones, an experienced special educator and instructional coach, shares tips on student portfolios.

This guide highlights the many opportunities available for constructing students’ competence through various aspects of their educational programs. The information in this guide is aligned with Chapter 1 of the Cheryl M. Jorgensen book, It’s More Than “Just Being In.”

This issue of Impact features articles that explore inclusion for students with significant cognitive disabilities. Perspectives from the students, parents, and educators are represented in the articles.

The foundation for effective special education is the quality and use of research-based curricula and instruction in the general education classroom. Special education services are defined by the Individuals with Disabilities Education Act as “Specially Designed Instruction” (SDI). This document is a brief guide to the definitions of various services that are part of an Individualized Education Program (IEP) for a child with a disability.

If you are an educator who wants to move authentic inclusive education forward in your school or district, here are five ways you can get a conversation started right now to identify changes you can make.

This tool is intended for school leadership teams that have chosen to be on the path to build inclusive practices. As a self-assessment, the team rates themselves on a rubric to find their strengths and select priorities for improvement. It is not intended to cover every aspect of schoolwide practices, but to provide the team with a way to target up to three areas for development.

The purpose of the SWIM professional learning guide is to provide an overview of SWIM professional learning and how it supports job-embedded learning. The SWIM professional learning guide includes a description of 1) the intended audience, 2) the SWIM model and instructional cycle, 3) a case study approach for job-embedded learning, 4) an overview of SWIM evidence-based professional learning modules, 5) module design with estimated time to complete each module with directions, and 6) directions on how to access SWIM professional learning materials. More SWIM resources are available at the SWIM project website: https://swim.atlas4learning.org.

This project brief describes the Shared Writing Instructional Model and its components, including an instructional cycle and a flexible instructional routine for teaching students to write. More SWIM resources are available at the SWIM project website: https://swim.atlas4learning.org.

This project brief explains why effective writing instruction is important for students with intellectual disabilities. It also describes how writing develops and how students who cannot use a pencil can write. More SWIM resources are available at the SWIM project website: https://swim.atlas4learning.org.

The trainer of trainers model engages master trainers in coaching new trainers that are less experienced with a particular topic or skill, or with training overall. This fact sheet describes goals and methods for developing trainers. It also provides links to additional resources.

This January 2024 document is designed to increase understanding of the Individuals with Disabilities Education Act’s (IDEA’s) assistive technology (AT) requirements, dispel common misconceptions regarding AT, provide examples of the use of AT devices and services for children with disabilities, and to highlight the different requirements under Part C and Part B of IDEA.

This report describes five ways to use video to reflect, collaborate, and end teacher isolation: self-reflection, peer collaboration, virtual coaching, evaluation, and video libraries.