Published by the CEEDAR Center in collaboration with the Council of Chief State School Officers, this document provides State Education Agencies and local administrators with actionable steps to cultivate competencies for effective principal leadership.
Promoting Principal Leadership for the Success of Students with Disabilities Read More »
This brief by the National Institute of Urban School Improvement describes the characteristics of inclusive leaders and how they can support inclusive schools.
Principals of Inclusive Schools Read More »
This study examines the efforts and actions of one principal and her team in building a more inclusive and high-performing elementary school in a large urban school district.
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.
21st Century Functional Life Skills Read More »
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.
Making Action Plans (MAPs) Read More »
This guide provides an introduction to self-advocacy, as well as explains how to implement it in schools with lessons.
Self-Advocacy Guide and Curriculum Read More »
This guide provides principals a general overview of their role as they develop a culture of collaboration and support the changing roles of educators.
Moving Toward Equity Through Inclusive Schooling: Considerations for Administrators Read More »
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.
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!
Inclusive Education Research & Practice Read More »
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.
Effective Transition Practices Read More »
