Topic :: Education practices (K12 and transition): Accommodations and supports | Institute on Community Integration (ICI) We are a federally designated University Center for Excellence in Developmental Disabilities (UCEDD), part of a national network of similar programs in major universities and teaching hospitals across the country. en-us 2018 Regents of the University of Minnesota icipub@umn.edu (Publications Office) iciweb@umn.edu (ICI Web Team) Fri, 06 Apr 2018 20:43:04 CST 1440 Developmental Disabilities http://ici.umn.edu/?topics/view/110 National Assessment Center http://ici.umn.edu/index.php?projects/view/143 http://ici.umn.edu/index.php?projects/view/143

Gathers and disseminates research-based information on the inclusion of K-12 students with disabilities in State-level assessments aligned to academic content standards, and provides technical assistance for States and Consortia to support appropriate inclusion of students with disabilities in existing and emerging high quality assessment systems.

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Check & Connect: A Model for Engaging and Retaining Students with Intellectual Disabilities in Higher Education http://ici.umn.edu/index.php?projects/view/124 http://ici.umn.edu/index.php?projects/view/124

Establishes an inclusive and comprehensive model for engaging and retaining students with intellectual disabilities in higher education programs. Building on the Check & Connect model, this demonstration project is developing a postsecondary model providing Check & Connect coaches to work with college students with intellectual disabilities to address their persistence, engagement, and successful completion. The project focuses on academic engagement, social integration, comprehensive systems of student support, interagency collaboration at the state and community level, and successful program completion leading to positive employment and independent living outcomes. The project organizers believe that broad levels of collaboration are essential in supporting the outcomes of students with intellectual disabilities to achieve through their participation and eventual entry into employment and independent living.

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National Center and State Collaborative General Supervision Enhancement Grant http://ici.umn.edu/index.php?projects/view/123 http://ici.umn.edu/index.php?projects/view/123

Builds a comprehensive alternate assessment system based on the Common Core State Standards that includes project-developed tools and processes to support educators as they plan and provide appropriate instruction for students with the most significant cognitive disabilities. These supports will help Individualized Education Program teams accurately identify the learner characteristics and make appropriate decisions about how each student participates in the overall system of assessments.

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Wisconsin Parent Survey Data Analysis Project http://ici.umn.edu/index.php?projects/view/108 http://ici.umn.edu/index.php?projects/view/108

Collected, analyzed, and reported on the Wisconsin Department of Public Instruction's Part B Parent Survey. NCRRC's work on the Parent Survey consisted of four activities:

  1. Inputting data from both online and paper versions,
  2. Analyzing the data;
  3. Writing multiple reports, including what is submitted for Part B Indicator 8 on the Annual Performance Report required by the U.S. Department of Education, and
  4. Preparing individual districts' reports for approximately 85 districts each year.
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Minnesota Leadership Education in Neurodevelopmental and Related Disabilities Program http://ici.umn.edu/index.php?projects/view/97 http://ici.umn.edu/index.php?projects/view/97

Prepares future leaders who will serve children with Autism Spectrum Disorders (ASDs), other neurodevelopmental and related disabilities (NDDs), and their families in healthcare, education, human services, and policy settings. MNLEND is an interdisciplinary training program that responds to the needs of these children and their families, bringing together faculty, staff and students from 12 disciplines across the University of Minnesota, as well as community members, to:

  1. Advance the knowledge and skills of all child health professionals to improve healthcare delivery systems for children with developmental disabilities;
  2. Provide high-quality interdisciplinary education that emphasizes the integration of services from state and local agencies and organizations, private providers, and communities;
  3. Provide health professionals with skills that foster community-based partnerships; and
  4. Promote innovative practices to enhance cultural competency, family-centered care, and interdisciplinary partnerships.

The MNLEND Program is coordinated by the University of Minnesota's Institute on Community Integration and partners with other departments in the College of Education and Human Development, College of Liberal Arts, and the Academic Health Center.

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Accommodations Monitoring Project http://ici.umn.edu/index.php?projects/view/2 http://ici.umn.edu/index.php?projects/view/2

Developed materials for states to use to improve the monitoring of accommodations for instruction and assessment.

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Global Resource Center for Inclusive Education http://ici.umn.edu/index.php?projects/view/11 http://ici.umn.edu/index.php?projects/view/11

Collaborates with national education agencies, non-governmental organizations, and universities around the world in the systemic improvement of education programs, practices, and policies that impact children, youth, and adults who may be excluded or underserved in educational systems. The center is part of the College of Education and Human Development's international initiatives.

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Multi-State GSEG Consortium Towards a Defensible Alternate Assessment Based on Modified Achievement Standards http://ici.umn.edu/index.php?projects/view/21 http://ici.umn.edu/index.php?projects/view/21

Studied state data on students with disabilities, the consequences of assessment options, and possible instruction and assessment changes for these students. More specifically, the project explored:

  1. How student data gathered by states can be used to improve student assessment and instruction for students with disabilities,
  2. The intended and unintended consequences of various assessment options for students with disabilities, and
  3. How the instruction and assessments of students who may qualify for an AA-MAS may need to be changed to ensure that there are high expectations for learning and that the students will have the opportunity to demonstrate what they know.
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National Center on Educational Outcomes http://ici.umn.edu/index.php?projects/view/1 http://ici.umn.edu/index.php?projects/view/1

Provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results for all students, including students with disabilities and students who are English Language Learners (ELLs). NCEO has a rich set of reports and other publications on a range of topics related to educational outcomes of students. It receives funding from the federal government, states, and several other organizations.

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National Center on Secondary Education and Transition http://ici.umn.edu/index.php?projects/view/3 http://ici.umn.edu/index.php?projects/view/3

Focuses on improved access and success for students with disabilities in secondary and postsecondary education, as well as employment, independent living, and community participation. Activities include training for educators and other professionals; technical assistance to organizations, schools, and agencies; twice monthly electronic newsletter; and distribution of over 80 NCSET publications through its Web site.

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National Technical Assistance Center on Assessment for Children with Disabilities http://ici.umn.edu/index.php?projects/view/24 http://ici.umn.edu/index.php?projects/view/24

Conducted information gathering and needs assessments, provided technical assistance, and engaged in dissemination to improve results for students with disabilities by increasing their participation rates in high-quality assessment and accountability systems, improving the quality of assessments in which they participate, improving the capacity of states to meet data collection requirements, and strengthening accountability for results.

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