Teachers Guide to UDL
Katie Novak’s “Teachers’ Guide to UDL” helps teachers from setting the stage of their lesson and creating a warm-up to self-differentiated assessment as an expression of student learning.
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public resources
UN Report on Inclusive Ed as Human Rights 2019
In this report, the United Nations High Commissioner for Human Rights makes 11 recommendations for ensuring that children with disabilities receive an inclusive education, are empowered to have a voice and advocate on their own behalf, and that systems enact policies to prevent institutionalization, abuse, violence, and exploitation.
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Global Report on Inclusive Education 2020
This UNESCO report looks at social, economic, and cultural mechanisms that discriminate against vulnerable children, youth, and adults, keeping them out of education or marginalized in it.
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Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners
This document from the CEEDAR Center covers educator preparation to teach struggling learners, including students with disabilities, to meet college-and-career-ready standards.
Promoting Principal Leadership for the Success of Students with Disabilities
Published by the CEEDAR Center in collaboration with the Council of Chief State School Officers, this document provides State Education Agencies and local administrators with actionable steps to cultivate competencies for effective principal leadership.
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Principals of Inclusive Schools
This brief by the National Institute of Urban School Improvement describes the characteristics of inclusive leaders and how they can support inclusive schools.
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Clearing a Path for Inclusion: Distributing Leadership in a High Performing Elementary School
This study examines the efforts and actions of one principal and her team in building a more inclusive and high-performing elementary school in a large urban school district.
21st Century Functional Life Skills
In this document, we provide the historical context for educating children and youth with extensive support needs and how we have moved into a new understanding of what truly “functional” life skills are for any person, including a checklist to identify if skills are “functional” for a child or youth with an Individualized Education Program.
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Making Action Plans (MAPs)
When students have been in separate special education classes, are moving from elementary to middle or high school, or are finding success in general education settings to be a challenge, this document provides a process that helps create vision, identify support needs, and rally the team to take action.
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Self-Advocacy Guide and Curriculum
This guide provides an introduction to self-advocacy, as well as explains how to implement it in schools with lessons.
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