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[|The Complex (Great resource)] Instructional Planning for Students with Complex Support Needs

Accommodations and Modifications

START with Presuming Competence In his decades-long work on inclusion, communication, self-determination, academic access and literacy, Doug Birken has explored the concept of competence and the possibilities available to students when teachers and others working with learners reject the deficit models of disability and instead, look for student abilities. Birken described his philosophy in this way: In its simplest articulation, presuming competence means that the outsider regards the person labeled autistic as a thinking, feeling person. This is precisely the stance that every educator must take – failing to adopt this posture, the teacher would forever doubt whether to educate at all, and would likely be quick to give up the effort. Aside from the optimism it implies, another benefit of the presuming competence framework over a deficit orientation…is that when a student does not reveal the competence that a teacher expects, the teacher is required to turn inward and ask, “**What other approach can I try**?”



Mindset - How important is this? Does it impact your students? Does it impact how you see yourself? How does this relate to Presuming Competence?

pdf. from Carol Ann Tomlinson  [|Mindset Podcast]

Video link from 2010 Presentation on rethinking functional skills and how we support students with complex needs in a Standards Aligned System [|Standards Aligned System]





So, if these are academic skills what are functional skills?

[|Web Link] for NAAC

-Different Levels of Communication

= Video link to Aligning Instruction and Assessment to the Common Core Standards = = [|Video Link] =

Video link from 2011 AYP Conference entitled - Best Practices in Inclusive Education [|Best Practices]

The Beyond Access Model -Video Link [|Jack In General Education]

Self Assessment