Advanced Skills for Professional Practice in Inclusive Special Education

2014 ◽  
pp. 147-160
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Professional Practice ◽  
Inclusive Special Education ◽  
Advanced Skills

Ethical Dilemmas in Rural Special Education: A Call for a Conversation about the Ethics of Practice

2008 ◽  
Vol 27 (1-2) ◽  
pp. 3-9 ◽  
Author(s):  
Terry R. Berkeley ◽  
Barbara L. Ludlow
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Professional Practice ◽  
Special Educators ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Ethical Imperative ◽  
Professional Careers ◽  
Legislative Policy ◽  
Work Done

Education and human services by their very nature imply an ethical imperative (Kelman & Warwick, 1972; Becker, 2005) as these areas of endeavor represent work designed to alter the development and other characteristics of the children and their family members who are being served. The ethical imperative is an ideal based upon an assumption that we must both do good and do good well. In this article, we begin with several ethical dilemmas applicable to rural special education; these are dilemmas similar to those special educators must face but are idiosyncratic, in part, to rural locales. We follow these dilemmas by petitioning special educators to develop a language of ethics, and, perhaps, too, a commitment to social justice, since the legislative policy stimulating and requiring the development of such services has its foundation in social justice. Still, even in the presence of codes of ethical conduct developed to guide professional practice, we believe there is a higher calling, a need to move toward ideals in the work done by special educators. This calling must be absent any consideration of sanctions for not acting ethically that seem to be at the center of discussions of ethical codes—typically taking the form of this question: What happens if I do not adhere to the ethical code of conduct of my profession? For us, this petition for moving toward ideals in the work we do, and the development of a language of ethics, should be at the core of answering two essential queries throughout our professional careers: Why we do what we do? Why do we care?

scholarly journals Transforming Inclusive Education: Nine Tips to Enhance School Leaders’ Ability to Effectively Lead Inclusive Special Education Programs

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Cammy Romanuck Murphy
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Assistant Principals ◽  
Training Programs ◽  
School Leaders ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Special Education Programs ◽  
Inclusive Special Education

Principals and assistant principals, collectively referred to as<em> school leaders</em>, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, laws, and concepts associated with inclusion; models of coteaching; transformational leadership theory and traits; roles and responsibilities of school leaders in inclusive education programs; and practical strategies to implement to improve upon current inclusive education practices. This article is designed to be used with emerging, new, and experienced school leaders.

scholarly journals ADHD remission, inclusive special education, and socioeconomic disparities

2019 ◽  
Vol 8 ◽  
pp. 100420 ◽  
Author(s):  
Margeum Kim ◽  
Marissa D. King ◽  
Jennifer Jennings
Keyword(s):  
Special Education ◽  
Socioeconomic Disparities ◽  
Inclusive Special Education

scholarly journals Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities

2018 ◽  
Vol 2 (4) ◽  
pp. 248
Author(s):  
Cammy D. Romanuck Murphy
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Inclusive Education ◽  
Educational Leaders ◽  
Successful Implementation ◽  
District Leaders ◽  
Education Programs ◽  
Roles And Responsibilities ◽  
Problem Solvers ◽  
Inclusive Special Education

<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>

What a Long, Strange Trip It's Been

1995 ◽  
Vol 14 (2) ◽  
pp. 53-56 ◽  
Author(s):  
Jack T. Cole ◽  
Linda H. Leeper
Keyword(s):  
Special Education ◽  
Professional Practice ◽  
Professional Journey

In this article a distilled view is presented of the authors' beliefs regarding rural special education based upon more than half a century of combined experience in the field. It is presented as a list of the top ten truths which distinguish rural professional practice as we have come to know the field du ring our own professional journey.

Sign in / Sign up

Export Citation Format

Share Document