Participants will learn about money concepts, the language of time, the skills involved in reading a clock, and how questions can be rephrased into statements so that students can demonstrate their receptive understanding of time concepts.
TIES Inclusive Practice Series (TIPS) are designed to share practical information, ideas, and strategies on specific topics and practices to support inclusive education.
This document provides a set of tools to help schools, LEAs, and SEAs in appropriately identifying and serving ELs with disabilities.
This brief presents practices and resources that educators of children and youth with disabilities can use to support students’ continuity of learning during school building closures.
Effective training engages learners and leads to results. For this to happen, activities need to be chosen with intention, and need to be sequenced in the appropriate manner.
How can we design learning experiences so that they are meaningful and challenging for all learners?
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.
The module focuses on understanding units or groupings to help students develop a strategic use of units to deal with quantities and problem solving.
This module presents the idea of unit as a foundational understanding that impacts student understanding of groupings, place value, and operations in algebraic, geometric and fractional thinking.
This module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.
SETTT for Success offers a facilitated module bundle, including an adaptable slide deck and facilitator guide, on the topic of the Universal Design for Learning (UDL) framework.
In this self-contained lower elementary classroom, a student uses an augmentative and alternative communication (AAC) device to communicate with the teacher about a self-selected alphabet book. The teacher and the student work together to navigate through the communication system.
In this inclusive upper elementary classroom, a student uses his communication device to tell another student what he liked about her story during an Author's Chair writing activity. When they finish sharing, the students may revise their writing based on peer feedback.
In this inclusive upper elementary classroom, a student uses the text-to-speech option on his voice output communication device to share a story he wrote with his peers. The students listen and then offer compliments and suggestions to improve the story.
In this self-contained classroom, a teacher uses a timeline to guide a discussion with the students, who reflect on previously read material on the Civil Rights Movement. Together, they review and add to the timeline.