Why

Working with Students with Significant Cognitive Disabilities: A Rewarding Challenge

Educating students with the most significant cognitive disabilities is both a complex and deeply rewarding experience. As Anne Donnellan wisely stated in 1984, “The least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions that, if incorrect, will have the least dangerous effect on the student outcomes and learning.”

This philosophy encourages us to always err on the side of high expectations—believing in the potential of every student, regardless of the challenges they may face. We must recognize that a student cannot learn what they have not been taught. With the right support, instruction, and opportunities, every student has the potential to thrive..

How

Aligning Instruction to Grade-Level Curriculum

One of the most important aspects of working with students with significant cognitive disabilities is ensuring that their instruction is aligned with the grade-level curriculum. As outlined in the Individuals with Disabilities Education Act (IDEA, 2004), specially designed instruction is meant to adapt the content, methodology, or delivery of instruction to meet the unique needs of the child. According to IDEA (Sec. 300.39 (b)(3)), this is done not only to address the needs resulting from the child's disability but also to ensure access to the general curriculum, so that the child can meet the same educational standards that apply to all students. While this task can seem daunting, it is entirely achievable with the right strategies and supports in place. Using resources like the DLM Essential Elements can provide a clear framework to guide instruction, ensuring that each child is given meaningful access to learning opportunities that are both age-appropriate and standards-based.

Essential Elements  (EE) are statements about what students should know and be able to do. The Essential Elements are linked to grade-level expectations. EEs are a bridge between the general academic standards and academic expectations for students with the most significant cognitive disabilities. They reflect a reduction in depth, breadth, and complexity of those standards. The EEs and the standards are representative of the same learning targets, but reflect different levels of achievement toward those targets. The Essential Elements are alternate achievement standards. The Crosswalk shows the relationship between the Essential Elements and the 2023 Arkansas English Language Arts and Math Standards.