Resources

The purpose of this brief is to answer the question of what access to and progress in the general education curriculum means for students with the most significant cognitive disabilities. This brief also confirms that federal education laws require that students who participate in the AA-AAAS rec...

The purpose of this Brief is to help parents determine whether their child with significant cognitive disabilities is provided meaningful access to the general education curriculum. It addresses the myth that students with the most significant cognitive disabilities who take the state’s alternate...

The Kansas Accessibility Manual: How to Select, Administer and Evaluate Use of Accessibility Supports for Instruction and the Assessment of All Students establishes guidelines to use for the selection, administration and evaluation of accessibility supports for instruction and assessment of all s...

This is the required TTS application for student who a district is requesting TTS for the ELA passages and graphics due to being blind, visually impaired or a non-reader. Complete and submit to TTSpassages@ksde.org for any student that the district is requesting TTS for passages and graphics. The...

The “Reflective Framework for IEP Development” is designed to engage teams in a process that uses strengths-based data and observations to create Individualized Education Programs (IEP) for students that support access and progress with grade-level content standards. The intentional design of thi...