IHE Resource List
Teacher Preparation for Inclusive Practices: A Resource for Teacher Educators
The purpose of this resource is to support teacher educators as they develop inclusive course content by linking current TIES Center resources to teacher preparation standards across general and special education. Direct links to each resource on the TIES Center website are provided. This resource will be updated on an annual basis each spring.
CEC 2020 Initial Prep Standards
Standard | TIES Resource |
|---|---|
Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines | |
1.1: Candidates practice within ethical guidelines and legal policies and procedures. | Comprehensive Inclusive Education: General Education & the Inclusive IEP TIES Brief 5: The General Education Curriculum- Not an Alternate Curriculum! TIES Brief 2: Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! |
1.2: Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds. | TIP #6: Using the Least Dangerous Assumption in Educational Decisions DL #28: Not Letting LRE Slide: Ensuring inclusive education during COVID Creating Communities of Belonging for Students with Significant Cognitive Disabilities |
1.3: Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices. | TIP #8: High Leverage Practices Crosswalk Inclusion of Students with Significant Cognitive Disabilities IRIS Module TIES 101: Communication Supports in the Inclusive Class Design for Each and Every Learner: Universal Design for Learning Modules |
Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs | |
2.1: Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities. | TIP #6: Using the Least Dangerous Assumption in Educational Decisions *Designing Inclusive Education for All Students- IRIS Module TIP #3: Getting to Know Students who Use AAC Comprehensive Inclusive Education: General Education & the Inclusive IEP |
2.2: Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments. | Comprehensive Inclusive Education: General Education & the Inclusive IEP |
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge | |
3.1: Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities. | |
3.2: Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives. |
Comprehensive Inclusive Education: General Education & the Inclusive IEP |
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making | |
4.1: Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities. | *Universal Screening TIPS TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms *Article from Inclusive Practices- Grading *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students |
4.2: Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services. | |
4.3: Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction. | DL #15: Data Collection and Distance Learning TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms |
Standard 5: Supporting Learning Using Effective Instruction | |
5.1: Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual. | TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students |
5.2: Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self-regulation of student learning. | TIP #15: Turn and Talk in the Inclusive Classroom TIP #20: Embedded Instruction in the Inclusive Classroom *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students TIP #7: Homework in the Inclusive Classroom TIP #15: Turn and Talk in the Inclusive Classroom TIP #16: Making Inferences in the Inclusive Classroom TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms |
5.3: Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning. | TIP #21: How to Support Students with Significant Cognitive Disabilities During Think-Alouds TIP #15: Turn and Talk in the Inclusive Classroom |
5.4: Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group. | |
5.5: Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual. | |
5.6: Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. | TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms |
Standard 6: Supporting Social, Emotional, and Behavioral Growth | |
6.1: Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities. | Creating Communities of Belonging for Students with Significant Cognitive Disabilities DL #7: Self-Determined Schedule Making |
6.2: Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being. | MTSS for All: Including Students with the Most Significant Cognitive Disabilities DL #2: A Collaborative Start to Behavioral Supports *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students *TIES Brief: Providing Access to School-wide Positive Behavior Interventions and Supports for STudents with Significant Cognitive Disabilities *TIES Report: A Systematic Literature Review of School-wide Positive Behavioral interventions and Supports for Students with Significant Cognitive Disabilities |
6.3: Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. | *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students *TIES Brief: Providing Access to School-wide Positive Behavior Interventions and Supports for STudents with Significant Cognitive Disabilities *TIES Report: A Systematic Literature Review of School-wide Positive Behavioral interventions and Supports for Students with Significant Cognitive Disabilities |
Standard 7: Collaborating with Team Members | |
7.1: Candidates utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs. | |
7.2: Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families. | TIES Lessons for All: The 5-15-45 Tool TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms TIP #13: Talking About Grading with Parents or Guardians and Students for Inclusive Classrooms TIES Brief 6: Grading My Child with Significant Cognitive Disabilities in an Inclusive Classroom Helping Your Child by Checking Progress at Home: Parent Video Series |
7.3: Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families. | |
7.4: Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families. | DL #23: Pivoting Between Paraprofessional Support in Inclusive Schools and Distance Learning |
InTASC Standards
Standard | TIES Resource(s) |
|---|---|
The Learner and Learning | |
Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. | DL #26: Universal Design for Learning: Intentional Design for All TIP #9: Special Education High Leverage Practices for Instruction in Inclusive Settings *Designing Inclusive Education for All Students- IRIS Module Design for Each and Every Learner: Universal Design for Learning Modules |
Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. | TIP #6: Using the Least Dangerous Assumption in Educational Decisions MTSS for All: Including Students with the Most Significant Cognitive Disabilities Design for Each and Every Learner: Universal Design for Learning Modules |
Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. | Unfiltered Truths of Co-Teaching | Impact | Winter 2018/19 Volume 31, Number 2 Creating Communities of Belonging for Students with Significant Cognitive Disabilities |
Content Knowledge | |
Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. | |
Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. |
TIP #16: Making Inferences in the Inclusive Classroom TIP #21: How to Support Students with Significant Cognitive Disabilities During Think-Alouds |
Instructional practice | |
Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. | TIP #12: Standards-Based Grading and Report Cards in Inclusive Elementary and Middle Schools MTSS for All: Including Students with the Most Significant Cognitive Disabilities |
Standard #7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. | TIES Lessons for All: The 5-15-45 Tool Design for Each and Every Learner: Universal Design for Learning Modules |
Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. |
TIP #15: Turn and Talk in the Inclusive Classroom TIP #16: Making Inferences in the Inclusive Classroom |
Professional Responsibility | |
Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. | *Designing Inclusive Education for All Students- IRIS Module TIES 101: Communication Supports in the Inclusive Class Design for Each and Every Learner: Universal Design for Learning Modules |
Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. |
Creating Communities of Belonging for Students with Significant Cognitive Disabilities |
High Leverage Practices
Standard | TIES Resource(s) |
|---|---|
Collaboration | |
HLP 1: Collaborate with professionals to increase student success | |
HLP 2: Organize and facilitate effective meetings with professionals and families | |
HLP 3: Collaborate with families to support students learning and secure needed services | TIP #13: Talking About Grading with Parents or Guardians and Students for Inclusive Classrooms |
Assessment | |
HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs | *Universal Screening TIPS TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms |
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs | DL #2: A Collaborative Start to Behavioral Supports TIP #13: Talking About Grading with Parents or Guardians and Students for Inclusive Classrooms |
HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes | |
Social/Emotional/Behavioral | |
HLP 7: Establish a consistent, organized, and respectful learning environment | Creating Communities of Belonging for Students with Significant Cognitive Disabilities |
HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior | *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students |
HLP 9: Teach social behaviors | |
HLP 10: Conduct functional behavioral assessments to develop individual student behavior support plans | *Designing Inclusive Education for All Students- IRIS Module |
Instructional | |
HLP 11: Identify and prioritize long- and short-term learning goals | |
HLP 12: Systematically design instruction toward a specific learning goal | |
HLP 13: Adapt curriculum tasks and materials for specific learning goals |
Design for Each and Every Learner: Universal Design for Learning Modules |
HLP 14: Teach cognitive and metacognitive strategies to support learning and independence | TIP #21: How to Support Students with Significant Cognitive Disabilities During Think-Alouds |
HLP 15: Provide scaffolded supports | TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms |
HLP 16: Use explicit instruction | |
HLP 17: Use flexible grouping | |
HLP 18: Use strategies to promote active student engagement | |
HLP 19: Use assistive and instructional technologies | |
HLP 20: Provide intensive instruction | |
HLP 21: Teach students to maintain and generalize new learning across time and settings | |
HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior | |
NC Professional Teaching Standards
Sample Syllabi
EDUC 4290: Modifying Instruction for Learners with Diverse Needs
These course objectives are included to demonstrate how the TIES resources can be incorporated into pre-existing courses at your institute of higher education. This first course is required for all undergraduate teacher candidates at UNC charlotte and focuses on teaching diverse learners, including those with extensive support needs.
Course Objective | Standards | TIES Resource(s) |
|---|---|---|
Course Objective 1 - Apply knowledge base of the characteristics, similarities, and differences among individuals with disabilities/exceptionalities and individuals with other diverse cognitive, social, linguistic, cultural, and behavioral differences. | CEC-CC-2; NCDPI-D-1,3 4 & 6; ACEI-1 & 5.2. CEC-CC-2; NCDPI-D-1,3 & 4; ACEI-1. | TIP #3: Getting to Know Students who Use AAC TIP #6: Using the Least Dangerous Assumption in Educational Decisions *Designing Inclusive Education for All Students- IRIS Module Comprehensive Inclusive Education: General Education & the Inclusive IEP |
Course Objective 2 – Examine interaction between systems, data, and practices within a total school improvement framework (RTI, PBIS, and MTSS) and interpret levels of support using academic and behavioral data to guide instructional decision-making. | CEC-CC-5; NCDPI-D-1, 2, 5 & 6; ACEI- 1, 3.2, 4, & 5.2, 5.3, 5.4. | MTSS for All: Including Students with the Most Significant Cognitive Disabilities *Designing Inclusive Education for All Students- IRIS Module TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students |
Course Objective 3 – Demonstrate and apply the use of the principles of Universal Design for Learning (UDL) to the components of a curriculum to support the diverse learning needs of students. | CEC-CC-5; NCDPI-D-1, 4, 5 & 6; ACEI- 1, 3.4, & 5.2. | Design for Each and Every Learner: Universal Design for Learning Modules Universal Design for Learning Distance Learning Series *Designing Inclusive Education for All Students- IRIS Module |
Course Objective 4 - Apply knowledge base of the federal and state laws specific to PreK-12 students with documented disabilities, impairments, and/or exceptionalities including IEPs, 504 plans, accommodations, and modifications for instructional planning and assessment. | CEC-CC-2 | Comprehensive Inclusive Education: General Education & the Inclusive IEP TIES Brief 5: The General Education Curriculum- Not an Alternate Curriculum! TIES Brief 2: Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! TIP #6: Using the Least Dangerous Assumption in Educational Decisions |
Course Objective 5 – Apply concepts of inclusion, develop differentiated lesson plans and instructional materials based on content standards, IEP goals, accommodations, modifications, formative assessment of student strengths and needs, and research-based guidelines, while including culturally and linguistically responsive instructional practices. | INTASC Principles 1, 2, & 10 CEC-CC-5; NCDPI-D-1, 4, 5 & 6; ACEI- 1, 3.4, & 5.2. CEC-CC-5; NCDPI-D-1, 2, 5 & 6; ACEI- 1, 3.2, 4, & 5.2, 5.3, 5.4. INTASC – Principle 9 CEC-CC-5; NCDPI-D-1, 2, 5 & 6; ACEI- 1, 3.2, 3.3, 3.4 & 5.2. INTASC – Principle 1, 2, & 9 CEC-CC-4 & 7; NCDPI-D-1, 2, 5 & 6; ACEI- 1, 3.2, 3.4, & 5.2. INTASC – Principle 1, 2, & 9. | TIP #6: Using the Least Dangerous Assumption in Educational Decisions TIP #15: Turn and Talk in the Inclusive Classroom TIP #20: Embedded Instruction in the Inclusive Classroom TIP #21: How to Support Students with Significant Cognitive Disabilities During Think-Alouds *Designing Inclusive Education for All Students- IRIS Module *Universal Screening TIPS TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms *Article from Inclusive Practices- Grading *Behavior TIPS - Including ALL Students in SWPBIS & Making universal supports (Tier 1) within a SWPBIS more accessible for all students DL #15: Data Collection and Distance Learning TIES Lessons for All: The 5-15-45 Tool DL #26: Universal Design for Learning: Intentional Design for All TIP #9: Special Education High Leverage practices for Instruction in Inclusive Settings Creating Communities of Belonging for Students with Significant Cognitive Disabilities |
Course Objective 6 - Analyze the models of co-teaching and apply knowledge to planning instruction in a co-teaching inclusive model. | CEC-CC-5; NCDPI-D-1, 4, 5 & 6; ACEI- 1, 3.4, & 5.2. | Unfiltered Truths of Co-Teaching | Impact | Winter 2018/19 Volume 31, Number 2 |
Course Objective 7 – Utilize critical self-reflection regarding awareness of biases and comfort with diverse populations and/or novel experiences within a setting that is outside of individual comfort zones and how these experiences will affect future planning/instruction while sustaining high standards for students. | CEC-CC-9 & 10; NCDPI-D-1, 2, 3, 4, 5 & 6; ACEI- 3.2, 3.4, 3.5, 5.1, 5.2, 5.3, & 5.4. INTASC – Principle 1, 2, 3, 9 & 10. | TIP #6: Using the Least Dangerous Assumption in Educational Decisions |
SPED 4279: Content-Area Instruction for Students with Special Needs
These course objectives are included to demonstrate how the TIES resources can be incorporated into pre-existing courses at your institute of higher education. This course is required for all undergraduate special education majors at UNC Charlotte and focuses on instructional strategies for students with disabilities.
Course Objective | Standards | TIES Resource(s) |
|---|---|---|
Collaborate with general education content-area specialists to share instructional responsibilities | [NCPTS 2d.1; NCSSGC 6.3; NCSSAC 7.3] | |
Recognize effective models of collaborative instruction that reflect parity of expertise and responsibility while integrating effective components of specialized instruction | [NCPTS 2d.2 NCSSGC 6.3; NCSSAC 7.3] |
Unfiltered Truths of Co-Teaching | Impact | Winter 2018/19 Volume 31, Number 2 |
Demonstrate breadth of content knowledge in the major subject areas appropriate for supporting students with disabilities in content-area courses | [NCPTS 3b.1, 3c.1] | |
Design effective learning environments that promote achievement for students with disabilities in the general curriculum | [NCPTS 2a.1, 2c.1, 4f.1] | TIP #15: Turn and Talk in the Inclusive Classroom TIP #20: Embedded Instruction in the Inclusive Classroom TIP #7: Homework in the Inclusive Classroom TIP #16: Making Inferences in the Inclusive Classroom TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms *Designing Inclusive Education for All Students- IRIS Module |
Explain the framework of Universal Design for Learning as an instructional response to inclusive classrooms | [NCPTS 3d.1, 4d.1, 5c.1; NCSSGC 3.5; NCSSAC 5.4] | Universal Design for Learning Distance Learning Series Design for Each and Every Learner: Universal Design for Learning Modules |
Recognize instructionally relevant examples of computer-based and web-based media to enhance instructional effectiveness in the content areas consistent with a UDL instructional design | [NCPTS 4d.1; NCSSGC 3.5; NCSSAC 5.4 | Universal Design for Learning Distance Learning Series Design for Each and Every Learner: Universal Design for Learning Modules |
Use Smartboard technology to integrate multimedia into content-area instruction | [NCPTS 4d.1; NCSSGC 3.5; NCSSAC 5.4] | |
Recognize effective examples of Web 2.0 technology to enhance content instruction and interactivity in web-based learning | [NCPTS 4d.1; NCSSGC 3.5; NCSSAC 5.4] | |
Recognize and integrate assistive technologies and accessible materials appropriate for learners experiencing limited academic performance in content-area courses | [NCPTS 4c.1, 4d.1; NCSSGC 3.5; NCSSAC 5.4, 6.6] | |
Use research-based strategies for enhancing conceptual clarity of high-level content | [NCPTS 2d.2, 5c.1; NCSSGC 3.3, 3.4] | |
Select research-based learning strategies to support academic performance of struggling learners in content-area coursework | [NCPTS 2d.2, 5c.1; NCSSGC 3.3, 3.4] | Design for Each and Every Learner: Universal Design for Learning Modules |
Evaluate effectiveness of learning strategies on long-term academic performance of learners with disabilities | [NCPTS 4.b.1, 4h.1] | |
Differentiate instruction for learners performing at different academic levels while maintaining rigorous academic instruction | [NCPTS 2d.2, 4a.1, NCSSGCAC 2.2] | Design for Each and Every Learner: Universal Design for Learning Modules |
Create a comprehensive unit plan in a content-area that includes conceptually explicit objectives for student performance and addresses the needs of a wide range of learners | [NCPTS 3c.1; NCSSGC 3.3, 3.4, 3.5; NCSSAC 5.4; EE3] |