Using Evidence to Guide Practice: Justifying Inclusion for All

Please join us for the keynote session to learn more about justifying inclusion for all students. The Philosophy of Least Dangerous Assumption, coupled with evidence-based practices, data collection, and data-based decision making, has provided a model for meaningful inclusion of students with a wide range of disabilities in the general education curriculum and classroom. New research on providing accessible grade aligned content has highlighted prior expectations which have shown that all too often an inadvertent glass ceiling has been placed on the achievement of students with disabilities. By promoting high expectations and the use of evidence-based practices, we can see how capable students with disabilities can truly be, as well as providing an opportunity to increase quality of life for all students.