Differentiated Technical Assistance for Sustainable Transformation

Schoolwide Integrated Framework for Transformation (SWIFT) Center’s technical assistance process supports states, districts, and schools as they become excellent and equitable teaching and learning environments for all students. Each school with support from its district begins this process from its own starting point and travels its own path to create and sustain fully integrated learning environments. SWIFT differentiates its technical assistance using six evidence-based practices. These practices are briefly described here: Visioning, Data Snapshots, Priority and Practice Planning, Resource Mapping and Matching, Transformation Teaming, and Coaching and Facilitation

Presumed competence reflected in students’ educational programs before and after the Beyond Access professional development intervention

Background Judgements about students\u27 competence influence the goals of their individualised educationprograms (IEPs), the location of service delivery, and their placement in general education (GE) as opposed to special education (SE) classes. The purpose of this study was to describe how presumedcompetence to learn the GE curriculum was reflected in the IEPs of students with intellectual anddevelopmental disabilities (IDD), and in the reported percentage of time that these students spent in GE classes prior to and following the Beyond Access professional development intervention. Method Five educational teams of students with IDD participated in a professional developmentintervention that emphasised students\u27 presumed competence to learn grade‐level GE curriculum.Students\u27 pre‐ and post‐intervention IEPs were qualitatively analysed and team member reports of percentage time spent in GE classes were averaged. Results Five categories of presumed competence were identified. Following intervention, emphasis on learning the GE curriculum, a shift in location of service delivery from outside to within the GE classroom, and increased time spent in GE classes were reported. Conclusions The Beyond Access intervention shows promise for enhancing views of thecompetence of students with IDD to learn the GE curriculum and for increasing their inclusion in GE classrooms

A case study of team supports for a student with autism’s communication and engagement within the general education curriculum: Preliminary report of the Beyond Access model

The Beyond Access model, a student and team supports planning model, was implemented with a single student who had been integrated into a general educationclassroom. Preliminary findings are presented through a case study of the 10-year-oldstudent with autism, who, previous to the study, was reported to have an academic level of 18 months to 24 months. A 4-phase process for designing and evaluatingsupports led to improved collaborative teaming among team members, clarification of priority learning goals for the student, increased engagement and opportunities for learning by the student in the general education curriculum, and improved augmentative and alternative communication outcomes. Potential limitations and costs of the model include staff-time commitment and the involvement of a mentor to guide the process

Beyond Communication Access: Promoting Learning of the General Education Curriculum by Students With Significant Disabilities

Some in the field of special education hold that students with significant disabilities should pursue the same learner outcomes as students without disabilities. However, educational teams often lack the knowledge and skills necessary to support a student\u27s membership and participation in general education classrooms and learning of the general education curriculum. The Beyond Access (BA) model encourages team members to think about how to move beyond creating opportunities for access to a broader focus on membership, participation, and learning. The authors describe the Comprehensive Assessment of Student and Team Supports (CASTS). This article reports the perceptions of 35 participants from 5 educational teams working with 5 students with significant disabilities regarding impact from the assessment after 6 months of model activities. Qualitative analysis of survey question responses, along with analysis of Likert-scale ratings, revealed perceived improvements in teaming practices, expectations for student learning, and student performance when using the model. The results are discussed for their educational, professional development, and research implications