Evidenced-Based Practices – Low Incidence Training & Consultation

Empowering educational teams to implement research-based strategies for students with less frequent disabilities

Our Purpose

At IU1, our Training & Consultation (TaC) service supports school teams, administrators, and families in implementing evidence-based practices (EBPs) for students with low-incidence disabilities. We provide consultation and professional development so that teams can select, implement, and evaluate strategies grounded in research.

What is “Low Incidence”?

The term “low incidence” refers to disabilities that occur in very small numbers within the student population and typically require highly specialized skills, knowledge, or support. Under the Individuals with Disabilities Education Act (IDEA), this includes:

A visual or hearing impairment (or both simultaneously)
A significant cognitive impairment
Any impairment for which only a small number of personnel with highly specialized skills and knowledge are needed for children with that impairment to receive early intervention or a Free Appropriate Public Education (FAPE).

Areas Where You Can Request Support

Below are the focus areas in which you can request technical assistance or professional development via the TaC: Request for Services link. Each area includes a brief description of what support can include.

Assistive Technology (AT)

Consultation on selecting, customizing, implementing, and monitoring assistive devices and software to support access, communication, and learning for students with uncommon support needs. Use this link for more information about IU1’s AT Process

Accessible Educational Materials (AEM)

Support in ensuring instructional materials (print, digital, manipulatives) are accessible to students with sensory, physical, or complex disabilities. Includes selection, modification, and staff training.

Blind/Visual Impairments

Professional development and team consultation focused on students with vision loss: functional vision assessment, orientation & mobility supports, curriculum access, and transition planning.

DeafBlind

Professional development and team consultation focused on students with combined vision and hearing loss: sensory communication strategies, specialized tools, collaborative planning across disciplines, and family engagement.

Deaf/Hard of Hearing (D/HH)

Professional development and team consultation related to students with hearing loss: communication modality options, team planning, access to general curriculum, and use of hearing/assistive devices.

Dynamic Learning Maps (DLM)

Support for teams working with alternate assessment systems (e.g., DLM) to align instruction, IEP goals, accommodations, and data collection in less frequent disability contexts.

Multiple Disability Support

Professional development and technical assistance for students with two or more significant disabilities (e.g., physical + sensory + cognitive). Topics include curricular adaptation, team collaboration, assistive technology, and functional planning.