High Expectations for Low Incidence Disabilities

The mission of the HELIX Collaborative is to help school teams optimize educational and post-school outcomes for students with significant cognitive disabilities, intellectual disabilities, and complex needs. Students with complex needs have diverse cognitive profiles and may receive educational services in a variety of environments, including life skills classrooms, MDS classrooms, and the general education environment. They may also have large and varied IEP teams and may receive services from a wide array of professionals. The HELIX Collaborative unites individuals with varied expertise to meet the unique challenges of students with significant cognitive disabilities and complex needs. Visitors to this page are also invited to explore other PaTTAN webpages for further information on topics such as:

Vision
Hearing
Deaf-Blind
Autism
Assistive Technology
Speech-Language
Inclusive Practices
Standards Aligned Instruction

Resources

Training & Events

Training Calendar

Mission/Vision Statement:

The HELIX Collaborative acknowledges that the “average student” is a myth, and that students do not have value based on their ability to meet standards or exhibit specific skills. We value the individual and believe that every student can learn and work to achieve their individual goals. We want to move beyond awareness of disability to acceptance and empowerment.

Students with complex needs have diverse cognitive profiles and may receive educational services in various environments, including the general education environment and/or self-contained classrooms. They may also have large and varied IEP teams and may receive services from a wide array of professionals.

Our role is to support these collaborative partners (students, families, and educators) with skills and resources to creatively design equitable and rigorous learning environments that are:

accessible for every student
aligned to the PA Core Standards for ELA and Math and PA STEELS for Science, and Career Education and Work Standards
supports the development of self-determination and self-advocacy
guided by the family and student’s vision for the future and the postsecondary outcomes of employment, community engagement, and independent living.

Our work will communicate that every educator who supports students with low incidence disabilities understands and has the skills to take on the shared responsibility of delivering instruction with high expectations.

Our support will demonstrate how to prioritize and plan for transition as early as possible in a student’s educational journey will build the foundation for future success by team members making connections between standards-aligned instruction and how those skills are serving our students in their everyday lives.

Resources
Consultants

Resources

APR: Is a Career as a Teacher for Students with Low Incidence Disabilities Right for You? In alignment with Pennsylvania’s dedication to Attracting, Preparing, and Retaining practitioners in education, specifically in special education, this publication was developed for those interested in learning more or pursuing a career as a Special Education Teacher for Students with Low Incidence and Cognitive Disabilities. These teachers instructs students whose disabilities represent a low percentage of the total number of students with disabilities. Students with low incidence and cognitive disabilities require unique instruction to help them achieve their highest potential.

Click here to learn more about Pennsylvania's APR initiative.

Engaging Families in the IEP Process: A Guide for Schools

This document explores how schools can reframe the IEP process and take active steps to include families as educational partners. When families are not just involved, but actively engaged, students achieve better grades, higher test scores, and increased graduation rates.

A family-friendly explanation of each section of the IEP is included, as well as considerations and conversation starters for use at the IEP team meeting.