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"People with cognitive disabilities have an equal right to technology and information access. A coalition of disability organizations and individuals asserted this right in a formal declaration, announced at the Thirteenth Annual Coleman Institute National Conference on Cognitive Disability and Technology, held October 2, 2013, in Broomfield, Colorado."

"The National Center and State Collaborative (NCSC) is a project led by five centers and 24 states, building an alternate assessment based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities. The shared goal of the NCSC partners is to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. The wiki and the materials hosted here help educators accomplish the NCSC goals by supporting instruction aligned to the Common Core State Standards (CCSS). The materials on the wiki can also be used in states that are not using the CCSS. Much of the content that is covered on the wiki will also appear in other Mathematics and English Language Arts state standards. "

"The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities"

Share: Facebook Twitter Google+ CAST Professional Learning offers many opportunities for educators, teachers, administrators, and organizations to enhance their professional understanding of Universal Design for Learning (UDL), a framework for education design that is based upon cognitive neuroscientific principles. UDL, developed by CAST, has become one of the most widely, nationally accepted set of Guidelines that enable educators to amplify the learning experience and reach the variability of all learners.

This site presents training, resources, and information related to early communication assessment and instruction for students with significant disabilities. It is part of a larger effort to address the needs of students with significant disabilities who participate in the alternate assessment across the state of North Carolina. The goal of the larger project is to provide educators with the training, resources, and support they need to meet the needs of students with the most significant cognitive disabilities across three critical domains: Academics, Communication, and Transition.

Confirmation Bias is a psychological principle/logical fallacy. This recent (2015) study documents how people will seek out ways to justify or confirm their beliefs when presented with cognitive dissonance. Date: November 16, 2015 Source: University of Iowa Summary: Once people reach a conclusion, they aren't likely to change their minds, even when new information shows their initial belief is likely wrong and clinging to that belief costs real money, new research shows"

"To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps™ consortium has created and will continue to create online self-directed learning modules"

This website is designed to assist school teams and families in developing meaningful and functional programs for B.C. students with severe cognitive and multiple physical disabilities within inclusive schools K-12. The strategies, learning modules and other resources in this website are provided to maximize student learning.

File Folder Heaven was created by a Special Education teacher, for teachers, parents and all people working with preschoolers, early elementary students and students with Autism and other disabilities. File Folder Heaven offers a wide variety of printable file folder games, adapted books, preschool activities and Autism tasks. These activities provide children with hands-on opportunities to practice basic reading, math, science, social studies and cognitive skills

SEE LINK BELOW Index and Description of Dynamic Learning Maps Self-Directed Learning Modules. To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps™ consortium has created and will continue to create self-directed learning modules. Each of the interactive modules is short (30-45 minutes on average) and focuses on a single topic. When you complete a module, be certain to complete the information regarding your name, school, and state so that you will receive credit where available. If you have questions about these modules, please contact dlmpd@unc.edu - See more at: http://dlmpd.com/all-modules-in-alphabetical-order/

"Newsela is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news. It's easy and amazing. Register now to see the impact Newsela can have on your classroom."

The website identifies This wheel identifies 400 Apps by the Blooms Cognitive Domain Categories with 122 of the most popular apps

The results of this research add to the evidence regarding the effectiveness of using AAC with people with an ASD (Mirenda, 2001; Schlosser & Blischak, 2001), and adds to the knowledge of why AAC systems are potentially beneficial for children with autism, (The National Standards Report). Effective teaching of motor plans, using the LAMP theory, can be seen to allow for increased storage and retention of symbolic information, resulting with more automatic communication over time, and reducing the cognitive demands associated with analysing and choosing from different symbol sets, as described in the LAMP Manuals (Halloran and Emerson, 2006: Halloran and Halloran, 2012).

Listen To The Dyslexia Quest Podcast Interviews with cognitive scientists, geneticists and other cutting edge theorists and thinkers . Join us, and together we'll explore learning, intelligence, individual differences and the dyslexic mind.

The DLM® project is guided by the core belief that all students should have access to challenging grade-level content. The new DLM Alternate Assessment System will let students with significant cognitive disabilities show what they know in ways that traditional multiple-choice tests cannot. The DLM system is designed to map a student's learning throughout the year. The system will use items and tasks that are embedded in day-to-day instruction. In this way, testing happens as part of instruction, which both informs teaching and benefits students. An end of the year assessment will be created for states that want to include a summative test in addition to the instructionally embedded system.