Quality
Indicators of
Inclusive
Education:
Policy &
Practice
TASH
Inclusive Education Committee &
Melody Musgrove, OSEP
December 1, 2011
Key Questions

What are observable indicators of
high quality inclusive education? In
other words, how do we know it when
we see it?

What is the role of the U.S.
Department of Education, Office of
Special Education Programs, in
supporting high quality inclusive
education?
Contributors
TASH Inclusive Education Committee
*******
Jacki Anderson, California State University
Cheryl M. Jorgensen, Inclusive Education
Consultant & University of New Hampshire
Barbara McKenzie, Parent, Author, TASH Ohio
Carol Quirk, Co-Exec. Dir. Maryland Coalition for
Inclusive Education, President TASH Board
Diane Ryndak, University of Florida, Secretary
TASH Board
Contributors
Melody Musgrove, Director,
Office of Special Education
Programs, U.S. Department
of Education
Agenda
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Presentation of Quality Indicators
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Presentation from Melody Musgrove
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Audience Feedback
Given the short amount of time for this
presentation, we urge you to seek out the
presenters after the session!
What IS Inclusive Education?
…school communities based on social justice principles in
which all students:
 Are presumed competent;
 Are welcomed as valued members of all general
education classes and extra-curricular activities in
their local schools;
 Fully participate and learn alongside their same-age
peers in general education instruction based on the
general curriculum; and,
 Experience reciprocal social relationships.
From TASH Inclusive Education site:
http://tash.org/advocacy-issues/inclusive-education/
But What Does Is Really Look Like?
Quality Indicators
Quality indicators can help parents,
educators, and others have a shared
understanding of inclusive education and
support continuous improvement at the
student, team, classroom, building, district,
state, and even federal levels.
A Word About Quality Indicators &
Evidence-Based Practice
Evidence-based practice in education is
usually defined as a strategy or technique
that has been shown effective through
randomized, experimental, group designs.
To date, there have been no research
studies on inclusive education using
randomized, experimental, group designs,
so…
Quality Indicators
…we still need to know “what to do on
Monday morning” that is based on the best
evidence we have at this point in time and
on our values and desired outcomes for
students with disabilities.
This is why Quality Indicators have been
developed.
QI Handout
California LRE Task
Force
& Florida Inclusion Network
Common Features
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Values and school climate
Home school attendance
General education class membership in
natural proportion
Full participation with supports
Collaborative teaming
Administrative leadership
Unique Features
Institute on Disability,
University of New Hampshire
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Presuming competence and high expectations
One QI survey addresses individual student, IEP
team, classroom, building, and district indicators
Highlights augmentative and alternative (AAC)
communication
Includes indicators about graduation and futures
planning
Has been converted into Survey Monkey for easy
online completion and tallying
Contact: Cheryl Jorgensen - cherylmjorgensen@gmail.com
Examples

The inherent value and dignity of students with
significant disabilities is respected. All students
with significant disabilities pursue the same
learner outcomes as students without disabilities.
When students do not currently demonstrate
content knowledge or skills, the least dangerous
assumption principle applies, and all aspects of
their educational programs continue to reflect high
expectations.
Examples
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“People First” language is used (e.g., a child with Down
syndrome, not a Down syndrome child).
Language regarding the student’s perceived functioning or
Š
developmental level is not used as the primary descriptor;
rather, descriptions of the student focus on abilities and
needs are used.
Annual goals on the student’s individualized education
Š
program (IEP) reflect content standards from the general
education curriculum.
Predictions are not made that the student will “never” acquire
certain knowledge or skills.
People use age-appropriate vocabulary and inflection when
Š
talking to the student.
Barbara McKenzie
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Everyday language, easy to use by parents
advocating for their child’s inclusion
Based on the “big ideas” of inclusive education
Good for conversation/dialogue starter within
teams
Draws on the power of stories to change
attitudes
Looks at inclusion as Erin progressed through
the grades, culminating in graduation
Encourages broader systems change
Contact: Barb McKenzie - bmckenzie@columbus.rr.com
Friends’ Reflections…
“Throughout
elementary school we
all experienced things
together like being
‘letter people’…
We all had a blast at
the haunted gym and
helped Erin master
the monkey bars and
swings…
Everyone knew Erin
and she was without
a doubt ‘just one of
the girls’”
Friends’ Reflections…
“In middle school, we
all went through a
change of
environment. Even
though this was the
case, Erin was
always there to pick
up your spirits…She
also joined the
drama club with me
and Kristin.”
Friends’ Reflections…
“I had the privilege of
meeting Erin my
freshman year when
we both took
choir…Junior year I
had history with Erin.
I sat next to her and
got to know her a lot
better…I am thankful
for her acceptance
and her willingness
to include me in the
traditions that were
already made.”
Friends’ Reflections…
“At the Evening of
Reflection, Erin got up
on stage and presented
a speech… She was able
to tell all about herself
and her experiences.
Then came graduation.
Erin had worked hard
and had earned herself
something wonderful – a
high school diploma. As
we all prepared to find a
college, Erin was able to
find herself an
opportunity doing
something she loved,
being part of the theater
at Otterbein College.”
Maryland Coalition for
Inclusive Education
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Detailed instructions for who should complete
the QI inventory
Two inventories: classroom-level and buildinglevel
Offers examples of data sources/evidence for
each indicator
Scoring rubric acknowledges that schools are at
different points along a continuum of
improvement – initiating, developing, sustaining
Contact: Carol Quirk – cquirk@mcie.org
Examples

Teachers use principles of universal design for
learning and tiered planning when considering
lesson content, structure, and pacing.
Teachers vary the way they engage students.
 Multiple opportunities to access information
though different means and media are
available.
 Students have options for demonstrating
learning.
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Examples
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Teachers consistently use differentiated
instruction to support diverse learners
Teachers vary the content, environment,
process, and products required when
teaching the curriculum.
 Differentiation is based on students’ skills,
prior knowledge/learning, interests, strengths,
and areas of need.
 All students regularly have opportunities to
learn at their challenge level.
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California LRE Task Force
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Both school and district-level QI tools with lots of
focus on infrastructure necessary for successful
inclusion (e.g., credentialed teachers,
professional development, adequate funding)
Suggests establishing a school improvement
team to guide the process
Forms help summarize and prioritize action items
for improvement
Includes process guide for weighing pros and
cons of strategies for improvement
Contact: Jacki Anderson – jacki.anderson@csueastbay.edu
Examples
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There are fiscal and organizational supports
provided for implementation of LRE.
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The district provides fiscal, human, and organizational
resources for school site implementation of LRE (e.g.,
collaboration, planning time, IEP planning time,
available substitutes, supports for participation at the
IEP meeting for all required participants).
Textbooks, instructional materials, and technology
used throughout the district are available to all
students and all teachers.
All curricular and extracurricular activities and
opportunities throughout the district are available to all
students.
Florida Inclusion Network &
University of Florida
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Three different QI tools: IEP team,
school/building, and district, all based on the
same three categories of indicators: values &
climate, access to general education, and
policies and support
Five point rubric provides detailed descriptions
of each “level” of progress towards each quality
indicator
Separate scoring sheet can be used to prioritize
and make action plans
Contact: Diane Ryndak – dryndak@ufl.edu
Examples
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The school mission statement reflects a philosophy that
every student can learn, and all instructional and
administrative personnel are accountable for
demonstrating adequate yearly progress for all students.
The provision of effective services in age appropriate
general education and natural contexts for students with
disabilities, including students with severe disabilities, is
stated directly in the school mission statement. The
mission statement is distributed to key people–including
school staff, parents, district-level administrators, and
community members–and posted in the schools,
included in handbooks, and referenced repeatedly.
Examples
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School administrators have identified and
provide support for a key person at the school to
facilitate the inclusion of all students with
disabilities, including all students with severe
disabilities, with same-age peers without
disabilities in general education and natural
contexts through the coordination of needs
assessments, technical assistance, and
professional development activities for school
administrators, personnel, students, and
families.
Welcome Melody Musgrove
Follow-Up
Please visit the TASH
conference website to view a
copy of this PowerPoint
presentation, links to the
actual QI tools, and
everyone’s contact
information.
ADJOURN!
Jorgensen, CM
Institute on Disability/University of New Hampshire