Current Placement PracticesSystems Change

Serving Studentswith Disabilities

Spec

ific le

arnin

g disa

bilitie

s

Spee

ch or

lang

uage

impa

irmen

ts

Mental

retar

datio

n

Emoti

onal

distur

banc

e

Other h

ealth

impa

irmen

ts

Multipl

e disa

bilitie

s

Orthop

edic

impa

irmen

ts

Hearin

g impa

irmen

ts

Autis

m

Visua

l impa

irmen

ts

Develo

pmen

tal de

lay2

Trau

matic b

rain

injur

y

Deaf-b

lindn

ess

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Percent of children with disabilities by eligibility, 1999 compared with 2008

1999 2008

Membership7

RoleNameParticipant

Social Relationships

People with strong social interaction skills typically experience …

More meaningful relationships

Greater happiness

Greater self-esteem

Greater acceptance

Less anxiety, stress, depression

Inclusion is not…

“Inclusion teachers”

“Inclusion classes”

Too many kids with disabilities in one class

NATIONAL AND

STATE DATA

Preschool Children with Disabilities

Kent

ucky

Alab

ama

Miss

issip

piAr

kans

asM

assa

chus

etts

Okla

hom

aSo

uth

Dako

taTe

nnes

see

Sout

h Car

olin

aOr

egon

Miss

ouri

Nebr

aska

North

Dak

ota

Kans

asM

inne

sota

Indi

ana

Mon

tana

Rhod

e Is

land

Arizo

naId

aho

Was

hing

ton

Mich

igan

Alas

kaFl

orid

aTe

xas

Puer

to R

ico

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

% Preschool Children with disabilities, age 3 - 5 Included In Regular Early Childhood Programs

2008-2009 School Year

% Preschool Children with intellectual disabilities, age 3 - 5 Included in regular early childhood programs 2008-2009 school year

Penn

sylva

nia

South

Dak

ota Iowa

Massa

chus

etts

West V

irgini

a

Montan

a

New M

exico

Delawar

e

Louis

iana

Orego

n

Maryla

nd

Virgin

ia

New Je

rsey

Georg

ia

Illino

isUtah

Missou

ri

Califor

nia

Puer

to Rico

Florid

a0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

MARYLAND Preschool children with disabilities, age 3 - 5 Included in Regular Early Childho0d Programs 2009-2010 school year

Ken

t D

orch

este

r C

arol

ine

T

albo

t C

harle

s C

ecil

W

icom

ico

Alle

gany

W

ashi

ngto

n

How

ard

G

arre

tt

Bal

timor

e Ci

ty

Fre

deric

k

Ann

e Ar

unde

l W

orce

ster

B

altim

ore

T

otal

Sta

te

Cal

vert

M

ontg

omer

y C

arro

ll

Har

ford

S

t. M

ary's

Prin

ce G

eorg

e's

Que

en A

nne'

s S

omer

set

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-age Children with Disabilities

NATIONAL AND

STATE DATA

Puer

to R

icoNo

rth D

akot

aRh

ode

Isla

ndCo

nnec

ticut

Wes

t Virg

inia

Texa

sM

ississ

ippi

Mar

yland

Flor

ida

Idah

oIo

waOk

laho

ma

Min

neso

taW

yom

ing

Sout

h Car

olin

aAl

aska

Virg

inia

Dela

ware

Penn

sylva

nia

Ohio

New M

exico

Mon

tana

Calif

orni

aIll

inoi

s

New H

amps

hire

Hawa

ii

0

10

20

30

40

50

60

70

80

90

100

% Students with Disabilities, age 6 - 21, Placed in General Education Classes

80% of the time or more: 2008-2009 school year

Puer

to R

ico

Conn

ectic

utKe

ntuc

kyO

hio

Indi

ana

Loui

sian

aN

orth

Dak

ota

New

Jers

eyId

aho

Mis

siss

ippi

Dela

war

eTe

nnes

see

Virg

inia

Okl

ahom

aPe

nnsy

lvan

iaM

aryl

and

Flor

ida

Mic

higa

nM

inne

sota

Uta

hM

isso

uri

Ariz

ona

Nev

ada

Wyo

min

gH

awai

iDi

stric

t of C

olum

bia

0

10

20

30

40

50

60

70

80

90

100

% Students with intellectual disabilities placed in general education classes

2008 - 2009 School year

Que

en Ann

e's

Cec

il

Wor

ceste

r

Somer

set

Car

oline

Alleg

any

Har

ford

Was

hingto

n

Fred

erick

St. M

ary's

Ken

t

Gar

rett

How

ard

Wico

mico

Talbo

t

Car

roll

Dor

ches

ter

Anne

Arund

el

Mon

tgomer

y

Total

LSSs

Balt

imor

e

Cha

rles

Calv

ert

Balt

imor

e City

Princ

e Geo

rge's

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students with Disabilities, age 6 - 21 yearsIncluded in General Education

2009-2010 School year

Maryland School System Teams: Planning with MCIE for Increased Inclusive Education!

What makes the difference inDistrict planning?

Associate Superintendent involvement

Steering CommitteeParticipation of General Ed. Supervisors & Curriculum

Coordinators in district team

Action PlanPlanning system-wide professional development Focus on communicating a “vision” system-wide about

the value of students receiving special education services in general education classes

What makes the difference in schools?

Administrative support

Needs Assessments (survey and group process)

School based teams to plan inclusive practices

Action Plans and focused planning team

Technical Assistance/Job-embedded staff development

Collaborative planning

15% guideline to maintain natural proportions of students with IEPs in general education classes

FACTORS IN MANAGING COMPLEX CHANGE

 

Vision

 +

Skills

 +

Incentives

 +

Resources

 + Action Plan

 

= CHANGE 

 Skills Incentive

sResource

sAction

Plan 

Vision    

Incentives

 Resource

s

 Action

Plan 

Vision  

Skills    

Resources

 Action

Plan 

Vision  

Skills  

Incentives

   Action

Plan

 Vision

 Skills

 Incentive

s

 Resource

s

  

 =

Confusion  

= Anxiety

= Resistance

  =

Frustration 

= Treadmill 

Lessons Learned

System level change is different from individual student change

Parental and teacher opposition is often based on misconceptions

Parental opposition can be strong; Parents need information and attention

Building-level change can only occur if there is system-level change

$ Change is not less expensive

Teacher Preparation Needs

• Universal Design for Learning

• Differentiation• Interventions

• Accommodations• Collaboration

• Positive Behavior Supports• Classroom Management

GENERAL EDUCATORSInstructional TechnologyCooperative LearningContent skills

SPECIAL EDUCATORS

Assistive TechnologyAutism

IEP development

11

VISIONA society where neighborhood schools welcome all students, engage them in learning, and form the foundation for inclusive communities.

Neighborhood schools where students with disabilities benefit from meaningful instruction, have friends, and be full members of their school communities.