Institute on Community Integration, University of Minnesota
  • Researcher 6
Inst on Community Integration
Room 202A PtH
150 Pillsbury Dr SE
Minneapolis, MN 55455

Terri Vandercook, Ph.D., is the Assistant Director of the TIES Center. The TIES Center is the national technical assistance center on inclusive practices and policies for students with significant cognitive disabilities. The TIES Center is working to increase the time, instructional effectiveness, engagement, and state support for inclusive practices. She previously was an Associate Professor and Chair of the Department of Special Education at the University of St. Thomas and coordinator for the program in Developmental Disabilities. She has worked with and learned from individuals with significant developmental disabilities, their families, and team members for 40 years. Themes throughout her career have been the active belonging, participation, and learning (inclusion!) of each child in her or his community. Her areas of focus include inclusive schooling, collaborative teaming, instruction of students with significant cognitive disabilities, and teacher training.

Curriculum Vitae (pdf)



National Center on Educational Outcomes (NCEO)

Provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results.


TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Creates sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional…


TIES Center Briefs: 10 razones para apoyar a las comunidades escolares inclusivas para todos los estudiantes

Educators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief, translated into Spanish, delineates ten…

Published: June 2020

TIES Center Briefs: 10 Reasons to Support Inclusive School Communities for ALL Students (#1)

Educators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief delineates ten reasons that supporting...

Published: November 2018

TIES Center Reports: Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities: A Review of the Literature (#102)

This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant…

Published: June 2019

TIES Center Reports: Instructional Practices for Students with the Most Significant Disabilities in Inclusive Settings: A Review of the Literature (#104)

The purpose of this literature review is to extend previous literature reviews to bring the review of literature up-to-date on pedagogical practices for students with the most significant…

Published: 3/10/2020

Impact: Feature Issue on Inclusive Education for K-8 Students with the Most Significant Cognitive Disabilities

An issue in the  Impact  series that examines K-8 inclusive education. Historically, students with the most significant cognitive disabilities were often taught only functional skills in our K-12…

Published: Winter 2018-19

TIES Tips: Communicative Competence: Tip #2: Using Collaborative Teams to Support Students with Significant Communication Needs in Inclusive Classrooms

A tip sheet outlining how to employ collaborative teams to support students with significant communication needs in inclusive classrooms. Collaborative teams will require additional planning for general and special education teachers as well as related service providers.

Published: 2019