Students with disabilities show greater outcomes when they access and make progress in the general education curriculum alongside their general education peers. Research supports the same findings for students with significant cognitive disabilities.Yet, forty-five years after the Education for All Handicapped Children passed and having research that supports improved outcomes for students with disabilities, inclusive systems are not the norm. Rather, segregated systems persist for students with significant cognitive disabilities. 

Inclusive districts and schools require leadership that has a vision that is inclusive of all students, including those with significant cognitive disabilities, and systematically develops and nurtures the system to be sustainable. Alignment across all levels of the system from state education agencies to district administration to school administration builds coherency and momentum to make the changes that lead to positive outcomes for all students. 

Materials for Education Administrators

This section contains information and resources for state, district and school administrators related to the inclusion of students with the most significant cognitive disabilities.