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.
In cooperation with the Washington Office of Superintendent of Public Instruction and Roots of Inclusion, this is the PowerPoint for Dr. Quirk's 90-minute presentation about building a culture of inclusion and belonging in the state of Washington and beyond.
This is MCIE's tool for educators to be effective and efficient when working as a team. See the School Transformation page for more collaboration resources!
This is a district-level self-assessment of secondary transition services with an action planning process to improve services over time published in cooperation with the Maryland State Department of Education. It describes research and national work to identify the practices that lead to post-school success. For training or information on the application of the ETP Self-Assessment, contact Betsy Tornquist at email@example.com.
This document describes the vast body of quantitative and qualitative research demonstrating the positive impact of inclusion in general education classrooms. Look for an update, coming soon!
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 firstname.lastname@example.org.
This guide provides principals a general overview of their role as they develop a culture of collaboration and support the changing roles of educators.
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.
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 Gruber at email@example.com.
When students have been in separate special education classes, are moving from elementary to middle or high school, or are finding success in general education settings to be a challenge, this document provides a process that helps create vision, identify support needs, and rally the team to take action.