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 module explains fundamental concepts like core values and principles of inclusion, access to the general education curriculum, alternate achievement standards, educational goals, services and supports, collaborative practices, and more.

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.

In this self-contained high school classroom, a teacher asks a student to identify an initial letter in a word. The student uses his color-coded alphabet and eye gaze system to choose a letter.

This module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM claims, conceptual areas, and Essential Elements.

This article, published in Science Scope, shares ways to incorporate instructional scaffolds to aid students with disabilities in engaging in complex science texts associated with NGSS standards.

This blog post provides tips for instructional strategies to promote numeracy and number sense for students who are blind or visually impaired.

Part 1 of this module provides an introduction to teaching science using an inquiry-based model, the 5E model.

Part 2 of this module provides guidance on the use of the 5E model, strategies to employ in each of the 5E model stages, and connections between UDL and the 5E model.

Part 3 of this module provides guidance on DLM science resources to use while planning science instruction based on the 5E model.

This video explains TPACK and how teachers can combine their knowledge of content, pedagogy, and technology for innovative teaching and learning.

In this self-contained high school classroom, the teacher supports the recall of key ideas and details of a text by asking students specific questions about what they had read. Students then respond with various modes of communication.

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.

Literacy Instruction for Students with Significant Disabilities offers information, research-based instructional approaches, and effective instructional and learning strategies to support school leaders, teachers, and other specialists working to better meet the literacy and communication needs o

Students in this self-contained upper elementary classroom are working on phonics, specifically substituting initial consonant sounds. One of the students is using a tile manipulation board.