About the Guest(s):

Carol Quirk is the CEO of the Maryland Coalition for Inclusive Education (MCIE), which she has been involved with since the 1990s. With extensive experience in disability rights and inclusive education, Carol has worked with prominent organizations like TASH and the National Council on Disability. Her career spans efforts to integrate students with significant disabilities into general education settings and She has contributed significantly to national projects funded by the US Department of Education focused on disability inclusion.

Episode Summary:

In this episode of the Think Inclusive Podcast, host Tim Villegas speaks with Carol Quirk, an advocate for inclusive education and CEO of the Maryland Coalition for Inclusive Education. This meaningful discussion reveals the intricacies involved in promoting inclusive education for children with disabilities across the country. Tim and Carol delve deeply into the practices that bring educators, parents, and disability rights advocates together to create a more inclusive environment for all students.

Carol explains the role of the Maryland Coalition for Inclusive Education in transforming school districts from exclusive to inclusive systems. The podcast highlights how school districts can systematically change their approach to educating students with disabilities by focusing on the entire school environment, rather than treating special education as an isolated endeavor. Carol makes a compelling case for the involvement of superintendents and other district-level leaders in propagating these inclusive practices. She addresses common misconceptions regarding the cost of inclusion and shares insights about overcoming barriers at the administrative and educational levels to ensure long-term sustainability.

Transcript: https://share.descript.com/view/mgQnF7Xn9Ee

Key Takeaways:

• The success of inclusive education initiatives heavily depends on the involvement and support of district-level leaders, such as superintendents and assistant superintendents.
• Special education should be seen as a service offered within general education, emphasizing that inclusion is not merely about physical proximity but active participation and engagement in the learning environment.
• Financial resources are often not the primary barrier to embracing inclusive practices; restructuring existing resources can lead to successful inclusion.
• Barriers to inclusion often include historical practices and a lack of shared understanding among staff about what true inclusion entails.
• Parents play a critical role in pushing for inclusive practices, although they often face challenges due to ingrained practices and beliefs within their school districts.

Resources:

TASH: https://tash.org/

MCIE: https://mcie.org/

National Council on Disability: https://www.ncd.gov/

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