MCIE Resources

With our deep experience in inclusive education, MCIE expert team members have created and contributed to documents that summarize research, outline practical information, describe evidence-based practices, and explain strategies to promote inclusion. We are pleased to present our publications to you here for easy access! yes

Free Publications and Presentations

All Inclusive - Special Education is Service, Not a Place
This monograph was commissioned by the Maryland Task Force on Inclusive Education, which was formed to explore best practices and to make recommendations on inclusive education throughout the state. We are pleased to have put this together for the Maryland State Department of Education, Division of Special Education and Early Intervention Services.

Individual Student Planning - Planning the Transition from Special Education to General Education Placements
Read about how to use the MAPs process (Making Action Plans, or McGill Action Planning System) to set the stage for inclusion. When students have been in self-contained classes, are moving from elementary to middle or high school, or when making inclusion a success is a challenge, this process helps to create the vision, identify needed supports, and rally together the team to take action. We divide the process into two parts: planning for services prior to the IEP meeting, and then planning to implement the IEP and supports needed in a regular class and neighborhood school.

Inclusion Works!
This document describes the vast body of research demonstrating the positive impact of inclusion in general education classrooms. It uses quantitative and qualitative research findings to explain the positive outcomes of inclusion on both students with and without disabilities, and describes effective tools in making inclusion work.

Faculty Survey
This 25-item survey is a tool for assessing staff attitudes and beliefs about including students with disabilities in general education classes in their neighborhood school.

Functional Life Skills in the 21st Century
What are the most important skills for students with pervasive and intensive support needs to learn?  What environments best support that learning?  Thanks to years of research and experience, we now understand the skills (like communication, choice-making, and social interaction) that lead to the best possible outcomes for people with complex disabilities and the regular classroom and neighborhood school provide multiple valuable opportunities to learn and practice these skills.

Inclusive Education in Maryland: A Blueprint for Change(in partnership with The Arc of Maryland, Inc., Maryland Disability Law Center, Mid-Atlantic Chapter of TASH)
This 2003 comprehensive resource chronicles the history of least restrictive environments (LREs), explains inclusive education in the context of IDEA, describes barriers to inclusion, and proposes solutions to those barriers. The collaborative effort was a project of the Maryland Developmental Disabilities Council.

Positive Behavior Interventions and Support - A Review
Focusing on the school-wide approach to PBIS, this guide describes the tiers of successful intervention and provides evidence of its impact on student performance. Throughout the guide, PBIS studies are incorporated and explained.

Quality Indictors for Building-Based Practices
Developed using several evidence-based practice tools, this resource was designed to help schools examine their inclusive practices and better meet the needs of diverse learners. It includes a detailed self-assessment tool for school teams.

Maryland Indicators of Effective Transition Practices (ETP): A Self-Assessment Tool for Local School Systems
This resource is a district-level self-assessment of secondary transition services with an action planning process to improve services over time. It describes research and national work to identify the practices that lead to post-school success and how these indicators were further adapted with input from educators across Maryland. This tool is administered through a facilitated team process that uses an excel document to immediately generate charts that show implementation strengths and areas for improvement. Local school systems can use the indicators to discuss their practices along with student outcome data to develop a Secondary Transition Action Plan. For training or information on the application of the ETP Self-Assessment, contact Betsy Tornquist at

Student-Centered Planning: A Person-Centered Approach to Plan for a Student with Extensive Support Needs 
Individual Student Planning: Tools for Including Students with Intensive Support Needs
MCIE has adapted the MAPs process and other tools developed at the University of New Hampshire Institute on Disability to guide educational supports and services for students with extensive support needs. The MAPs process is used when meeting before the IEP, when transitioning from a separate placement to a general education class, or when transitioning from school to school. It is usually not conducted more than once or twice in a student's educational career. The second part of the planning involves teachers working together to identify where and when individual student goals will be met; define the academic, social, and participation expectations; and describe the supports to be provided by adults and peers.

On-Line Training Sessions

Transition Series

Early Childhood Inclusion Series

Publications for Sale

A is for "ALL ABOARD!"

Cover of the book "A is for ALL ABOARD"

The first alphabet book created with autistic children in mind, A Is for All Aboard! is the perfect way to foster literacy using children's fascinations. Written by Paula Kluth and her sister Victoria, it is filled with vibrant, engaging, and uncluttered, art, with vocabulary ranging from basic concepts (bridge) to special train jargon (idler car, monorail). Complete with helpful teaching tips for educators and parents. Priced at $16.25, it includes shipping/handling and can be purchased through Paypal below.



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