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"The training materials cover the following areas of special educational needs (SEN) and special educational needs and disabilities (SEND): Severe learning difficulties (SLD) Profound and multiple learning difficulties (PMLD) Complex learning difficulties and disabilities (CLDD) They are presented in 16 modules within four subject groups and look into topics such as communication and interaction, the context of specialist teaching, insights from neuroscience, working with families, and the legislation around SEND."

Great post on high expectations and presuming competence from a parent

"This blog is a companion to the website, www.aacintervention.com At this site, my friends and I will be sharing quick posts, minitips, and think outlouds! "

"The Social Network Package is an assessment and intervention planning tool. The Manual and Inventory Booklet are designed to help professionals work with family members and individuals who have complex communication needs. Use this resource to help determine appropriate communication strategies and technologies for clients to use with their communication partners. "

"Recent research indicates that individuals who are nonverbal need to be presented a minimum of 200 opportunities a day to interact. In this project, we created 200 communication opportunities every day for students through training, modeling, and offering a data tracking system, resulting in more competent communicators."

Presuming Competence"….and "The Least Dangerous Assumption"….

Development of the "All Children Can Read" site began in 2006 as part of the National Consortium on Deaf-Blindness (NCDB) Literacy Practice Partnership. The goal of this site is to provide information and resources for teaching and working with children who have complex learning challenges. Specifically, the site is designed for individual state deaf-blind projects, teachers, family members and related services providers interested in beginning or enhancing literacy instruction for children who have combined vision and hearing loss.

"Below is a list of Adapted Literature available through the Sherlock Center Resource Library. These resources are provided for teachers to help students with severe disabilities participate in the general curriculum. Please limit the use and distribution of these materials accordingly. Printed color notebook copies of adapted literature are available for loan through the Sherlock Center Resource Library. Some titles are available in electronic format and can be downloaded directly from this website. Stories adapted to PowerPoint include sounds/music and allow a student to "click" along using a computer and mouse/switch. "

"A space to share my own creations, and other interesting bits that cover combining assistive technology, instructional technology and curriculum creation for students with special needs. My personal passion within teaching is finding a way to teach my students the functional academics they need to learn, while still meeting the requirements to teach to state standards. The fusion is possible, but it is a lot of work. I hope that this will grow to become a repository of sample materials that other teachers can use to support their classrooms."

"These 11 video clips and related learning guides provide an opportunity to enhance and support teacher practice in the area of literacy for students with significant disabilities. Dr. Caroline Musselwhite is an assistive technology specialist with more than 30 years of experience working with children and adolescents with significant disabilities."

"using symbols to support a student's understanding of text is an approach that doesn't always achieve its intended outcome. It is also an approach that may have unintended consequences as it may also interfere with literacy development."

"For years, students with significant support needs (SSN) received little or no literacy instruction as their education programs focused on life skills, social skills, and vocational training. The little literacy instruction they did receive relied on teaching methods that we now know helped them learn simple component skills in isolation. For example, students matched upper and lower case letters or learned a limited set of sight words. Unfortunately, this instruction never helped students with SSN learn how to read or write to gain or convey meaning. A series of changes in education laws, along with the efforts of students, families, and educators, have raised expectations for academic achievement for students with SSN."

"We must come to understand that refusing to presume competence is, in the long run, more costly than making that least dangerous assumption."

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DLT/BLT/TBT literacy resources related to students with low incidence

Wheel of iPad apps for AAC

"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. "