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.
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.
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.
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.
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.
This guide provides principals a general overview of their role as they develop a culture of collaboration and support the changing roles of educators.
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 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 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 firstname.lastname@example.org.