In a step toward more inclusive education, the Maryland State Board of Education unanimously approved a set of recommendations this week aimed at making sure students with disabilities aren’t left behind in the state’s sweeping education reforms. The recommendations come from a 58-member special education work group that spent nearly two years studying how to better support these students under the Blueprint for Maryland’s Future.
Led by Liz Zogby and State Superintendent Carey Wright, the group’s 27 proposals touch all five pillars of the Blueprint—early childhood education, teacher workforce, college and career readiness, resources for student success, and accountability. A major concern raised by all local school districts last year was the ongoing struggle to hire and retain special education teachers—a need the report confirms still exists.
One change that could roll out as soon as the coming school year is training general education teachers to work more effectively with students who have disabilities.
Zogby, who also co-chairs the Maryland Down Syndrome Advocacy Coalition, described the work as deeply personal and long overdue. “Inclusion isn’t just a strategy—it’s a value,” she said. “We can’t live by that value if students with disabilities aren’t present in our classrooms.”
What’s Next for Special Education in Maryland?
While there’s no official timeline yet for putting the recommendations into place, board members voiced support for starting with those that could make the biggest difference quickly. Board member Joan Mele-McCarthy, who wraps up her term this week, advised her colleagues to be strategic. “When you try to do everything at once, nothing gets done,” she cautioned.
The proposals include boosting partnerships between families, schools, and community organisations; offering consistent professional development for teachers; and proposing legislation in 2026 to study how special education is funded in the state.
Mele-McCarthy, Zogby, and Antoine Hickman—Maryland’s assistant superintendent of special education—also took a moment to reflect on the 50th anniversary of the Individuals with Disabilities Education Act (IDEA), the federal law that guarantees students with disabilities the right to a free and appropriate education.
Zogby noted Maryland has about 106,000 students with disabilities, representing roughly 13% of the public school population. “You can’t talk about educational reform without talking about these kids,” she said.
New Rules Aim to Protect Student Access to School Library Books
In another big move, the board also approved updates to regulations on school libraries, aligning them with Maryland’s new Freedom to Read Act. The law, passed last year, pushes back against efforts to remove books based on political or ideological reasons—and it protects librarians and media staff from retaliation for simply doing their jobs.
School systems must now form review committees to handle book challenges, and by October 1, every district must have official documentation showing how its school libraries are being run. These plans will be reviewed and approved every two years by local school boards.
One key change: Every school will now be required to have a certified school library media specialist. In some areas, a single librarian currently rotates among several schools—something the new rule aims to address.
Elise Brown, an assistant state superintendent, said local districts still have some flexibility in how they assign staff. But board president Joshua Michael had a message for anyone questioning state oversight: “We value local control, but this is a public education system. If our standards aren’t being upheld, that control could be in jeopardy.”
With both votes, the board sent a clear message: inclusion and access are not negotiable in Maryland’s public schools.
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