Change toward more inclusive practice is a consequence of events taking place across the overall system of education and its parts (e.g., state, region, district, school, classroom). Change occurs as a complex interaction among agents whose functioning depends on their use of the structures and processes established across the system as a whole.

Implementing evidence-based inclusive practices and policies that improve outcomes for all students, including students with the most significant cognitive disabilities, requires states and districts to design systemic approaches to improvement. Such approaches should support breaking down isolated practice, integrating and aligning resources and services, creating structures, and redesigning work processes at all levels to improve the collective instructional capacity of the system in supporting higher levels of learning for all children including students with the most significant cognitive disabilities.

Technical Assistance

The materials hosted here provide resources that states and districts can use to support systems change effort that will support the inclusion of students with the most significant cognitive disabilities in inclusive classrooms.

Resources on Systemic Change