Resource Library: Low Incidence / Supporting Students with Significant Needs

Early On Michigan This website. Michigan's early intervention system - Early On - website.

Sherlock Center on Disabilities Manuals & Guides

UNC Access General Curriculum Projects for Students with Disabilities Website. The University of North Carolina at Charlotte (UNC Charlotte) has undertaken a series of studies aimed at finding ways to teach academic skills to students with significant cognitive disabilities that are linked to grade level content standards.

Evidence Based Practices for Students with Severe Disabilties (PPT) Diane M. Browder, PhD, UNC Charlotte

Curriculum Access for Students with Low-Incidence Disabilities: The Promise of UDL. Richard M. Jackson. Director of Practice and CAST's Liaison to Boston College for the National Center on Accessing the General Curriculum.

Measuring the Enacted Curriculum for Students with Significant Cognitive Disabilities: A Preliminary Study PDF. Meagan Karvonen, Shawnee Y. Wakeman, Claudia Flowers and Diane M. Browder. Assessment for Effective Intervention, 2007, 33: 29.

Children Who are Deaf/Hard of Hearing: State of the Educational Practices (DOC, 2011). This brief policy analysis is based on surveys sent to two groups of state officials: directors of special education and IDEA Part C coordinators. Findings include information about screening, schools for the deaf, services provided, professional development, funding for local education agencies and Part C local programs, changes since cochlear implants became available, and challenges. Analysis indicates some significant variations between and within the school-age and Part C programs. Initial screening upon entry is required on only two-thirds of Part B programs and most of the Part C programs reported relying on newborn screening results.DEVELOPED BY:  Project Forum, National Association of State Directors of Special Education (NASDSE).

Literacy by Design: A Universal Design for Learning Approach for Students With Significant Intellectual Disabilities. Coyne, P. et. al., Remedial and Special Education. 31 August 2010.

New, free app from Open University. Watch the video about Our Story. This is a video about the free picture book reading app for the iPad and iPhone designed for young children – you can read a few stories and create your own stories with photos; Quite nice for language experience and storybook reading. Intuitive interface. It’s worth taking a look at.

Malloy, P. (2010). Making Online Technical Assistance Connections. Deaf Blind Perspectives. Spring, Volume 17, Issue 

Low Incidence Affinity Group Presentations\

NCDB Distance Mentorship Model Presentation (PPT, 9/2012, J. Harding). Jon Harding, a Technical Assistance provider with the National Consortium on Deaf-Blindness (NCDB), will present information about a distance mentoring model currently implemented by 9 deaf blind projects. He’ll describe how the different projects have used it, what the technology applications were employed, what issues arose with integrating the model systemically, and how and what components to scale up. Following his presentation we’ll open it up for discussion to learn how other projects are integrating coaching models using more cost effective methods (i.e., tech innovations).  Go to the events page to view  SESSION RECORDING: NCDB Distance Mentorship Project by Jon Harding (September 2012)

Minnesota Department of Education - Developing a Learning Progression for Making Inferences (PPT, 3/2012, D. Price Ellingstad, Vicki Weinberg)  Developing a Learning Progression for Making Inferences. Debra Price Ellingstad and Vicki Weinberg will present the learning progressions they’ve developed for inferencing that when taken to its most essential understandings, becomes very functional for students with significant disabilities. After their presentation they are interested in getting feedback from the audience.  Session Recording  

Minnesota Department of Education Working Draft of Learning Progression for Inferencing (March 2012, PDF)

Grade-level, Standard-Aligned Instruction for Students with Complex Support Needs (PPT, 11/2011, J. Sloand, PATTAN)). Session Recording 

Related Resources: 
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.

Comprehension: New Possibilities for Students with Intellectual Disabilities (PPT, Aug, 2012, P. Coyne). Dr. Coyne will share the results of her research on improving comprehension of students with significant intellectual disabilities. She will also share some examples of anecdotal experiences with these students in a UDL situation and will describe how environments can be changed to be universally designed. WEBINAR RECORDING

Reading and writing with e-books and multimedia: New opportunities for success  by Bridget Dalton, Ed.D.(PPT, June 16, 2011). Bridget Dalton is an Assistant Professor of Learning, Literacy, and Culture at Vanderbilt University. Her focus of research is the development and study of universally designed, scaffolded, and strategic digital literacy environments for diverse learners. Dr. Dalton provided information with the group about universal design for literacy and best practices in literacy for students with significant needs. SESSION RECORDING

Quality Programs for Students with Significant Support Needs (PPT, November 15, 2010).  Quintana, G., Senior Consultant, Colorado Department of Education]. SESSION RECORDING: https://tadnet.ilinc.com/join/hhstrbf (begins 4:40 into the session).

RUBRIC: Quality Indicators for Assessing Individualized Services for Students (K-12) With Significant Support Needs (PDF, 2010, Colorado Department of Education)

Who are the Students who take Alternate Achievement Standards Assessments in Kentucky [PPT, May 2010, Robey, T., Kentucky Department of Education

Personnel Prep for Areas of Low Incidence: Challenges, Possible Solutions & Thinking Again  [PPT, November 2009, Moses, L.., Ph.D., University of Alabama-Birmingham] Dr. Moses is the Project Director for a four year Orientation & Mobility certification grant to increase the number & quality of personnel who are fully credentialed. The overall goal is to provide certification for 60 O&M specialists in Alabama (recruit, train & mentor); a total of 15 students each year for four years. Dr. Moses provides a candid overview of the challenges in recruiting & supporting students during the first year of the project. She also shared solutions to addressing the issues.

Southeast Regional Consortium for Low Incidence Disabilities (SERCLID) [PPT, April 2009, Beale, E., Ed.D., Southeast Regional Resource Center] Focusing on the low incidence consortium established in 2001 with the southeast states. This was a collaboration effort of representatives from state special education, state certification departments & IHEs to provide distance based course work leading to certification & M.Ed. in deaf education.

Meeting the Need for Highly-qualified Low Incidence Professionals to support Students with Visual Impairments (PPT, February 2009) Drs. Rob McCauley & Laura Bozeman describe the innovative approaches the Northeast Regional Center for Vision Education Institute for Community Inclusion (University of Massachusetts Boston) has employed in working with the state in regards to funding, recruiting & preparing low incidence practitioners.

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