Resources

Featuring content by MCIE staff and other professionals and family members exploring research and “how to” be inclusive.

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MCIE Resources

Staff Picks

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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”...

Elementary School Classroom: Enthusiastic Teacher Holding Tablet Computer Explains to a Brilliant Young Children How Wind Turbines Work. Kids Learning about Eco-Friendly Forms of Renewable Energy

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...

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Collaborative Relationships

Collaborative relationships are all about working together to achieve a common goal. This brief discusses the types of collaboration that educators may experience and defines co-teaching models and how they are used.

Additional MCIE Resources

21st Century Functional Life Skills

In this document, we provide the historical context for educating children and youth with extensive support needs and how we have moved into a new understanding of what truly “functional” life skills are for any person, including a checklist to identify if skills are “functional” for a child or youth with an Individualized Education Program.
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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.
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Collaborative Relationships

Collaborative relationships are all about working together to achieve a common goal. This brief discusses the types of collaboration that educators may experience and defines co-teaching models and how they are used.
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Collaborative Teams Planning Guide

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!
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Effective Transition Practices

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 Carol Quirk at cquirk@mcie.org.
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Inclusion Conversation Starters

If you are an educator who wants to move authentic inclusive education forward in your school or district, here are five ways you can get a conversation started right now to identify changes you can make.
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Inclusive Education Research & Practice

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!
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Making Action Plans (MAPs)

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.
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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 Carol Quirk at cquirk@mcie.org.
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Moving Toward Equity Through Inclusive Schooling: Considerations for Administrators

This guide provides principals a general overview of their role as they develop a culture of collaboration and support the changing roles of educators.
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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.
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Quality Indicators of Inclusive Practice

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.
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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.
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Topical Resources

Staff Picks

fostering-belonging-2021

Fostering Belonging 2021

Pages from roadmap-for-inclusive-education-australia-2020

Roadmap for Inclusive Education-Australia 2020

understanding-the-role-of-paraprofessionals-2021

Understanding
the Role of Paraprofessionals

Additional Topical Resources

Clearing a Path for Inclusion: Distributing Leadership in a High Performing Elementary School

How Leadership Teams Lead to Success

How Principals Affect Students and Schools

Principals of Inclusive Schools

Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners

Promoting Principal Leadership for the Success of Students with Disabilities

Global Report on Inclusive Education 2020 

Greek Policies, Practices, Attitudes-Inclusive Education 2018

Inclusive Education Bangladesh 2018

Initial Teacher Education-Inclusion-Ireland 2019

Roadmap for Inclusive Education-Australia 2020

Teacher Attitudes toward Inclusion-Turkey and Kazakhstan 2017

Time to end the bias toward inclusive ed-UK 2011

UN Report on Inclusive Ed as Human Rights 2019

Teachers Guide to UDL

UDL to Provide SDI in the General Education Classroom

Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities

Universal Design is a Standards-Based Curriculum Design

How Parents & Teachers Can Work Together in the Inclusive Classroom

Parents, Family, and Community Participation in Inclusive Education

Addressing the Paraprofessional Dilemma in an Inclusive School

Paraprofessional Rubric 2017

Paraprofessional Supports-Helpful or Hurtful 2013

Tiered Approach for Training Paraprofessionals 2021

Understanding the Role of Paraprofessionals 2021

Fostering Belonging 2021

Structures for Belonging 2021

Undoing Ableism 2020

What we Know about Belonging 2015

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Helpful websites we trust

All Means All

is the Australian Alliance for Inclusive Education, a nationwide multi-stakeholder alliance working to implement an inclusive education system and remove the legal, structural and attitudinal barriers that limit the rights of some students, including students with disabilities, to access full inclusive education in regular classrooms in Australian schools.

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Council of Parent Attorneys and Advocates, Inc. (COPAA) 

is a nonprofit organization of attorneys, advocates, parents and related professionals who work to protect the legal and civil rights of and secure excellence in education on behalf of tens of thousands of students with disabilities and their families each year at the national, state and local levels.

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National Inclusion Project

works with community organizations and recreational programs, providing them with the training, tools, and support they need so that children with disabilities can be included in all of their activities and programs.

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PEAK Parent Center

is a nonprofit that has been serving families and self-advocates across the State of Colorado, and beyond, since 1986 to ensure that all people with disabilities are fully included in their neighborhood schools, communities, employment, and all walks of life.

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TASH

is an international leader in disability advocacy that advocates for human rights and inclusion for people with significant disabilities and support needs – those most vulnerable to segregation, abuse, neglect and institutionalization. They work to advance inclusive communities through advocacy, research, professional development, policy, and information and resources for parents, families and self-advocates.

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CAST

is a multifaceted organization that aims to bust barriers to learning that millions of people experience every day. They help educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

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Educating All Learners Alliance 

is working to create community, coalesce conversations, and curate resources to serve all learners during the COVID-19 pandemic.

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Inclusive Schooling

co-founded by Julie Causton, PhD and Kate MacLeod, PhD, offers live and online courses, workshops, presentations and innovative support focused on creating and supporting more inclusive schools.

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Ollibean

is a dynamic community of parents, families and advocates in the disability community working together for a more socially just, accessible and inclusive world.

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Starting with Julius

works with social media, traditional media, and companies to positively influence marketing messages and raise consciousness about representation and portrayal of disability.

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The Inclusive Class

offers and promotes strategies for teaching in an inclusive classroom.

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Think College

is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disabilities. With a commitment to equity and excellence, they support evidence-based and student-centered research and practice by generating and sharing knowledge, guiding institutional change, informing public policy, and engaging with students, professionals and families.

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Center on Inclusive Education

at the University of New Hampshire, Institute on Disability, promotes a variety of professional learning opportunities and a vision for including all learners. 

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Include Me

provides on-site, intensive training and technical assistance to school districts, teachers, and families in Pennsylvania to increase their capacity to educate students with significant disabilities in general education classes and typical preschool settings.

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IRIS Center

offers a wide variety of resources and services to suit a diverse set of instructional needs and circumstances.

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Open Books Open Doors

provides free literacy screenings for Connecticut children with Down syndrome in pre-school through grade 3 as well as resources for parents and teachers on best practices in literacy instruction for students with Down syndrome.

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Supporting Inclusive Practices

provides tiered technical assistance to local educational agencies (LEAs) focused on building, implementing, sustaining, monitoring, and scaling up evidence-based practices within integrated educational systems to increase inclusion of PreK – 22 age students with disabilities in general education settings.

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TIES Center

is a national technical assistance center on inclusive practices and policies. It works with states, districts, and schools to support the movement of students with disabilities from less inclusive to more inclusive environments.

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Center for Parent Information & Resources

is the central “hub” of information and products created for the network of Parent Centers serving families of children with disabilities.

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Inclusion Press

is a collection of articles, videos, books – resources that summarize both the evolution and practice of inclusion – as told by many of the key authors and developers of Person Centered Practices – Circles of Support, MAPS, PATH, and more.

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Kids Together, Inc.

is an all-volunteer organization dedicated to promoting inclusive communities. Their goal is to remove barriers that exclude people with disabilities by supporting the belief that children with disabilities, like all children, have the need to be welcomed, cherished and embraced in our communities.

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Paula Kluth

is a consultant, author, advocate, and independent scholar who works with teachers and families to provide inclusive opportunities for students with disabilities and to create more responsive and engaging schooling experiences for all learners.

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SWIFT Education Center

is a national technical assistance center that builds whole system capacity to improve outcomes for all students. They are passionate about transforming U.S. public education so that all students have a rightful presence in their school community.

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Understood

is a non-profit dedicated to serving the millions of families of kids who learn and think differently. Their programs for families, educators, and young adults focus on empowering people who learn and think differently and those who support them, offering customized, accessible resources and a compassionate community.

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