training with Emily Rubin, MS, CCC-SLP, SEE-KS co-author, one of the most empowering characteristics of SEE-KS is that its tools and resources remain available at no cost for school districts. The SEE-KS framework is based on UDL principles applied through the lens of social-emotional engagement. The only other knowl- edge needed is that embedded supports and strategies and priority targets for each student must align with the student’s exhibited level of development. Since that time, our efforts have focused on nurturing student engagement in the classroom, which further enhances our ability to facilitate social-communi- cation development through AAC. As we continue to address various challenges, we remain steadfast in supporting social-emotional engagement for learn- ing across all classrooms in the most effective and meaningful ways. Even though we started this path focusing on student engagement over 10 years ago, the principles of SEE-KS and the educator resources developed have stood the test of time. There is genuine hope for all districts to adopt a developmental model of intervention grounded in neuroscience, using a UDL approach that emphasizes social-emotional engagement. No educator walks this journey alone. Each day, in classrooms filled with curiosity and effort, the smiles we encounter, the joy we witness, and the progress we celebrate remind us of why this work matters. And now that one of the authors has moved on to another work setting, the need to facilitate social-emotional engage- ment across all environments outside the school building is readily apparent; in daycares and preschools, adult group homes, assisted living facilities, senior centers, and even at work. Though formal learning and education ends after graduation, the basic desire to remain connected and engaged within the greater community continues, regardless of developmental lev- el or disability. The seeds of growth through engagement, communica- tion, and connection extend beyond graduation into our wid- er communities. In every moment, we see that our efforts can truly make a difference. Together, we can all inspire meaningful change that lasts a lifetime. DISTRICT-WIDE SUPPORTS FOR EDUCATORS The supports and resources highlighted in this article are de- scribed in greater detail to clarify the key components of each resource. The content of each resource allows teachers to inten- tionally design lessons and embed developmentally appropri- ate supports that meet the needs of both groups and individual students during instruction.
The resources created include:
a. Social-Communication Stages Graphic. To establish common developmental terminology across the district. A visual graphic was created to promote a shared language
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