Maine's Elementary Schools Launch Inclusive Education Pilot

A New Approach to Inclusive Education in Maine

At Downeast School in Bangor, the preparations for the new school year are underway. Crayon boxes and name plates sit atop small desks, while signs spell out the alphabet. In one classroom, a banner reads “All Are Welcome.” This message reflects the school’s ongoing commitment to inclusivity, especially for students with disabilities.

Principal Sarah Vickers highlighted that the school has been working for several years to better serve and include students with disabilities. This effort includes fostering collaboration across departments, developing proactive strategies for managing negative behavior in classrooms, and designing lessons that accommodate a wide range of learning needs.

“We have students who receive special education services for most of their day, and with these supports in place, we’ve been able to transition them to a less restrictive environment,” Vickers explained. “Being able to spend more time or the majority of their day in the regular education setting without additional supports, or with much less support than before, has been a big success.”

According to state data, about a third of the children at Downeast School require special education services. This year, the school is expanding its efforts as part of a five-year pilot program. The initiative involves three elementary schools, including Downeast, Turner, and Leeds Central, all located near Lewiston. The program is supported by federal grant funding from the Individuals with Disabilities Education Act (IDEA) and a partnership with the University of Maine at Farmington (UMF).

The program aims to help teachers learn how to incorporate students with diverse needs into their classrooms and move away from traditional silos that have separated students with disabilities. While the exact cost of the program remains undisclosed, the initiative aligns with broader shifts in federal priorities and rising special education costs in Maine.

In 2022, approximately 56% of Maine’s special education students spent most of their day in general education classrooms—10% below the national average. Since then, the inclusion rate has only increased by 1%, according to data from the National Center for Education Statistics. Nationally, around 15% of students need special education services, but in Maine, the figure is 21%, placing it among the highest rates in the country.

Reducing Barriers Through Training and Collaboration

The pilot program will provide leadership and teacher training, as well as help schools restructure schedules to give special education students more time in general classrooms. Tracy Whitlock, a special services coordinator at the state’s Office of Special Services and Inclusive Education, emphasized the importance of schools being invested in the work.

“We never want to come into a school and say ‘you’re going to do this’; it needs to be something educators are passionate about,” Whitlock said.

Kate MacLeod, an associate professor at UMF, is leading the program’s professional development and data collection efforts. The first year will focus on leadership training, assessing current inclusion practices, and forming improvement plans. Years two through five will introduce training for educators to adopt inclusive practices such as Universal Design for Learning (UDL), which involves creating multiple access points to learning materials.

MacLeod explained that universally designed lessons can offer multiple ways for students to engage with content. For example, a lesson about a book might include groups for independent reading, audio reading, and guided reading. Teachers can also offer various ways for students to interact with the text, such as writing summaries or sharing responses aloud.

“You’re going to reduce barriers for the most number of people possible from the beginning, and then you have to do less individual differentiation or support,” MacLeod said. “That’s the goal, and that’s what really great teaching can be.”

Benefits for All Students

The pilot program hopes that improving support systems in general classrooms will reduce the number of students needing special education services. Some advocates suggest that early identification challenges may lead to over-identification of students in later years.

A recent report by the Maine Education Policy Research Institute (MEPRI) found that challenging student behavior is becoming a growing issue in schools. Persistent disruptive behavior can strain staff, increase special education referrals, and contribute to teacher shortages.

Carrie Woodcock, executive director of the Maine Parent Federation, noted that how schools address challenging behavior is tied to the siloed structure of special education. She emphasized that inclusive practices, like Universal Design for Learning, can benefit all students.

“We all learn differently,” Woodcock said. “When you do inclusion right and universal design of learning right, every student benefits.”

Challenges and Future Outlook

While the pilot represents a positive step, scaling it across the state remains a challenge. Atlee Reilly of Disability Rights Maine pointed out that financial incentives for schools to keep students in integrated settings could encourage broader adoption.

As special education costs continue to rise, so do other school costs in Maine, sparking debates over funding models. Administrators have called for changes to the state’s school funding system, and some towns have attempted to leave school districts due to tax increases.

Researchers and lawmakers have examined the cost of special education to preserve resources. Two bills aimed at increasing the state’s share of special education funding were introduced but ultimately failed.

MacLeod highlighted that sending students to segregated spaces is costly, both financially and socially. Districts often pay high tuition fees to send students to private special-purpose schools, and some students face controversial restraint and seclusion practices.

Inclusive support, when implemented effectively, can make schools more resource-efficient. MacLeod noted that integrated teams of educators may allow schools to operate with fewer staff members overall.

As the pilot program gets underway, MacLeod believes that educators are eager for this change. “I think folks are hungry for this,” she said. “They can see that there are better ways for all learners.”