Inclusion is not a place. To be included is to feel a sense of belonging and to participate in activities available to all others in our community. The result of inclusion is motivation, engagement, and achievement.
Collaborative Teams Planning Guide
MCIE's tool for educators to be effective and efficient when working as a team: grade level team, leadership team, student planning team, or other group dedicated to meet over time to address a common goal. See the School Transformation page for more collaboration resources!
Effective Transition Practices
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 to immediately generate charts that show implementation strengths and areas for improvement. Local districts can use the indicators to develop a Secondary Transition Action Plan. For training or information on the application of the ETP Self-Assessment, contact Betsy Tornquist at firstname.lastname@example.org.
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. Look for an update, coming soon!
MCIE Staff 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. If you would like MCIE to send a link for an electronic survey to take online, contact Nolan Taylor at email@example.com.
Moving Toward Equity and Access Through Inclusive Schooling
School Principals and other school leaders have several considerations to make as they guide their schools to implement inclusive practices. This guide provides a general overview of the role of Principals as they support develop a culture of collaboration and support the changing roles of educators.
Positive Behavior Interventions and Support: 2015 review
Focusing on a 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.
Student Planning Forms
If you have followed the MAPs process (see Student-Centered Planning below) to set the stage for inclusion, you will be ready to use these planning forms for ensuring specially designed instruction and participation in general education classes. for more information on how to use these forms, contact Barb Gruver (firstname.lastname@example.org) for more information for your school.
When students have been in separate special education classes, are moving from elementary to middle or high school, or when success in general education settings 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.
TASH 2020 Keynote
MCIE’s keynote address for the TASH international conference in December 2020 is available here, and listen to the actual presentation on the importance of creating a sense of belonging. Dr. Quirk shares research and a way to think about promoting change.