SE-5004 v1

Gargiulo, R., & Bouck, E. (Eds.) (2018). Instructional strategies for students with mild, moderate, and severe intellectual disability. SAGE Publications, Inc., https://doi.org/10.4135/9781506369785

• Read pp. 98-100 for the definitions of accommodations and examples of accommodations for individual students.

The IRIS Center. (2010, Rev. 2018). Accommodations: Instructional and testing supports for students with disabilities.

• You will use this document to further your understanding of the differences between accommodations and modifications and then complete the seven scenarios found at the end of the document in part 1 of your Lesson 4 assignment.

Center for Parent Information & Resources. (2017, January). Assessments for students with the most significant cognitive disabilities: ESSA fact sheet. Parent Center Hub.

• This fact sheet examines alternate assessments for students with severe cognitive disabilities. Additionally, information is provided on the roles and responsibilities of the student’s IEP team and much more.

Morin, A. (n.d.). Common modifications and accommodations. Understood.org.

• This website has specific suggestions for accommodations and modifications that may be helpful in completing the lesson 4 assignment.

Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, February). High-leverage practices for students with disabilities. 2nd edition. Arlington, VA: Council for Exceptional Children and CEEDAR Center.

• This will be your main guide to understanding the ‘refreshed” high-leverage practices (HLPs) as you prepare your teacher professional development session for this lesson’s assignment.

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40 (6), 331-337. https://doi.org/10.1177/0741932518773477

• Read the entire article to learn more about the history of HLPs and the rationale for inclusion of HLPs. This article will provide useful information when selecting the HLPs for your lesson assignment., though some have been renamed slightly in the 2024 version .

Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., & Rodgers, W. J. (2018). Welcome to our new series on high-leverage practices for students with disabilities. High Leverage Practices.org.

• The video found on this website provides an excellent overview of the 22 High-Leverage Practices (HLPS) that can be used with general education and special education students. Before selecting the HLPs for your assignment in this lesson, watch this video which explains the HLP concept, usage, and additional materials. Please note that the arrangement of the HLPs has changed in the newest version, but the content of the video explains the background and rationale for using HLPs.

Jenkins, M. C., Murawski, W. M. (2024). Connecting high-leverage practices to student success : Collaboration in inclusive classrooms. Corwin.

• This book has multiple chapters dedicated to collaboration and how general education and special education teachers can work together to implement HLPs in the classroom.

Gargiulo, R., & Bouck, E. (Eds.) (2018). Instructional strategies for students with mild, moderate, and severe intellectual disability. SAGE Publications, Inc., https://doi.org/10.4135/9781506369785

• You will read your choice of two chapters in this text, depending on the grade range of students you teach or plan to work with.
• Preschool: Read Chapters 7 & 8 (pp. 175-228)
• Elementary: Read Chapters 9 & 10 (pp. 229-300)
• Secondary: Read Chapters 11 & 12 (pp. 301-362)

Smoak, K. (2017) Student-centered transition planning [Audio]. The IRIS Center.

• In this 9-minute video, you will hear the thoughts of special education teacher, Kelly Smoak, about how she involves students in the overall planning for their transitions and how she prepares them to be active participants in the IEP process.