# Maryland Coalition for Inclusive Education: Maryland Coalition for Inclusive Education Generated by Yoast SEO v28.0, this is an llms.txt file, meant for consumption by LLMs. ## Pages - [Disclaimer](https://mcie.org/disclaimer/) - [Opt\-out preferences](https://mcie.org/opt-out-preferences/) - [Privacy Statement \(EU\)](https://mcie.org/privacy-statement-eu/) - [Cookie Policy \(EU\)](https://mcie.org/cookie-policy-eu/) - [Privacy Statement \(US\)](https://mcie.org/privacy-statement-us/) ## Posts - [Teaching Regulation as a Developmental Skill in Schools with Leah Kuypers ~ 1335](https://mcie.org/think-inclusive/teaching-regulation-as-a-developmental-skill-in-schools-with-leah-kuypers-1335/): In this insightful episode of Think Inclusive, hosted by Tim Villegas, listeners explore the essential aspects of creating inclusive environments for students with visual impairments\. Jonathan Hooper shares his journey from a general education teacher to a specialist in visual impairments, emphasizing the separation of vision from cognition and the significance of presuming competence\. The discussion broadly encompasses the value and implementation of accessibility in educational contexts, ranging from academic subjects to everyday social interactions in lunchrooms and playgrounds\. - [Shifting Focus from Compliance to Outcomes in Education with Glenna Wright\-Gallo ~ 1336](https://mcie.org/think-inclusive/shifting-focus-from-compliance-to-outcomes-in-education-with-glenna-wright-gallo-1336/): In this riveting episode of Think Inclusive, Tim Villegas speaks with Glenna Wright\-Gallo about the pressing need to shift from a compliance\-focused model to outcomes\-focused education within special education systems\. Glenna brings a wealth of knowledge from her extensive career in education advocacy, emphasizing the importance of aligning educational practices with the intent of IDEA \(Individuals with Disabilities Education Act\) to create systems that genuinely serve all learners\. This episode delves into how educational structures, often hampered by outdated schedules and siloed learning environments, can truly realize the promise of inclusive education by focusing on system\-wide solutions rather than ad\-hoc heroics\. - [Inclusion Doesn't Have an Eligibility Test ](https://mcie.org/think-inclusive/inclusion-doesnt-have-an-eligibility-test/): Every learner belongs with their peers and deserves high expectations\. For decades, inclusion advocates have championed this message, backed by research showing that students with disabilities do better, academically and socially, when they are full members of general education classrooms\. That belief gets tested most when a student is very young, and the systems around them start narrowing their future before anyone can know what that future should look like\. A recent Baltimore Banner article by Talia Richman shines a light on this issue\. The article reports that roughly 1,660 Maryland students in pre\-K through second grade have been identified this year to learn using the Maryland Alternate Framework\. - [Inclusion for Students with Visual Impairments: Overcoming Barriers Together with Jonathan Hooper ~ 1334](https://mcie.org/think-inclusive/inclusion-for-students-with-visual-impairments-overcoming-barriers-together-with-jonathan-hooper-1334/): In this insightful episode of Think Inclusive, hosted by Tim Villegas, listeners explore the essential aspects of creating inclusive environments for students with visual impairments\. Jonathan Hooper shares his journey from a general education teacher to a specialist in visual impairments, emphasizing the separation of vision from cognition and the significance of presuming competence\. The discussion broadly encompasses the value and implementation of accessibility in educational contexts, ranging from academic subjects to everyday social interactions in lunchrooms and playgrounds\. - [A Message from the MCIE Board: Leadership Transition](https://mcie.org/think-inclusive/a-message-from-the-mcie-board-leadership-transition/): A significant leadership transition is underway at the Maryland Coalition for Inclusive Education \(MCIE\)\. As Carolyn Teigland retires as CEO, we reflect on her dedication to fostering inclusive schools\. Tim Villegas has been appointed as Interim CEO, bringing six years of experience\. Additionally, Brittni Sammons will enhance her leadership role to support our programs during this transition\. ## Downloads - [Specially Designed Instruction and More](https://mcie.org/download/accommodations-modifications-sdi-overview/): The terms accommodation and modification are often confused; one is a support to enable access to the curriculum and the other is a change to instruction\. Often overlooked is “specially designed instruction” and how to provide it in general education settings\. This document is a brief guide to the definitions of various services that are part of an Individualized Education Program \(IEP\) for a child with a disability\. - [Self\-Advocacy Guide and Curriculum](https://mcie.org/download/self-advocacy-guide-and-curriculum/): This guide provides an introduction to self\-advocacy, as well as explains how to implement it in schools with lessons\. - [School Implementation of Inclusive Practices](https://mcie.org/download/school-implementation-of-inclusive-practices/) - [Quality Indicators of Inclusive Practice](https://mcie.org/download/quality-indicators-of-inclusive-schools-an-equity-approach-to-teaching-all-learners/): This self\-assessment tool is based on the MCIE framework for effective and inclusive education and is designed to assist school teams in determining the extent to which they are implementing practices that lead to all children and youth in the school community being valued members who have a sense of belonging, participate in social and academic activities in a meaningful way, and receive the services that they need to be successful\. The items reflect evidence\-based practices and are intended to be conducted through a team self\-reflection process, with a facilitator guiding the questions and assisting the team in their discussion\. - [Paraprofessional Roles and Responsibilities](https://mcie.org/download/paraprofessional-roles-and-responsibilities/): A primary responsibility of general and special educators is to teach children and youth academic content and learning strategies\. This document provides guidance for paraprofessional roles as classroom support staff as well as individual learner supports, and offers a planning template for paraprofessional tasks\. ## Categories - [Podcast Episodes](https://mcie.org/think-inclusive/category/podcast/) - [Blog Articles](https://mcie.org/think-inclusive/category/blog/) - [Weeklyish](https://mcie.org/think-inclusive/category/weeklyish/) - [Podcast Pathways](https://mcie.org/think-inclusive/category/podcast-pathways/) - [Newsletter](https://mcie.org/think-inclusive/category/newsletter/) ## Tags - [inclusive education](https://mcie.org/think-inclusive/tag/inclusive-education/) - [special education](https://mcie.org/think-inclusive/tag/special-education/) - [inclusion](https://mcie.org/think-inclusive/tag/inclusion/) - [disability advocacy](https://mcie.org/think-inclusive/tag/disability-advocacy/) - [inclusive schools](https://mcie.org/think-inclusive/tag/inclusive-schools/) ## Categories - [Topical Resources](https://mcie.org/think-inclusive/download-category/topical-resources/) - [public resources](https://mcie.org/think-inclusive/download-category/resources/) - [MCIE Resources](https://mcie.org/think-inclusive/download-category/mcie-resources/) - [International Literature](https://mcie.org/think-inclusive/download-category/international-literature/) - [School Leadership](https://mcie.org/think-inclusive/download-category/school-leadership/) ## Optional - [Sitemap index](https://mcie.org/sitemap_index.xml)