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This article demonstrates an approach for teachers to use outcomes from activities using the universal design for learning expression principle to evaluate student knowledge in content areas. Based on the student's level of explanation using a variety of expression methods, teachers can determine whether students need additional support for re-teaching a concept or whether students are ready for additional practice or challenge. Various levels of technology can be used for formatively assessing student understanding, from no technology (e.g., paper and pencil) to mid- or high-technology tools found in most classrooms, including computers and tablets.

A review of State Department of Education and school district websites was conducted to determine how policy related to the Common Core State Standards (CCSS) was communicated to teachers of students with severe disabilities. Four states were selected: California, New York, Illinois, and Pennsylvania. State Department of Education websites and three local school districts within each state were chosen for review using locale codes to ensure representation of city, suburban, and rural districts. A total of 16 websites were analyzed using an original instrument designed to capture information about CCSS implementation efforts. Results indicate that there is little information about students with severe disabilities or instructional/pedagogical guidance for teachers in regard to the CCSS on these sites. Thus, it may be difficult for teachers, based on this sample of websites, to translate standards into educational programming for students.

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students' new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills.