ADHD remission, inclusive special education, and socioeconomic disparities

Principals and assistant principals, collectively referred to as school leaders, 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.

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

Journal of Education and Culture Studies ◽

10.22158/jecs.v2n4p248 ◽

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

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.

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Advanced Skills for Professional Practice in Inclusive Special Education

Inclusive Special Education ◽

10.1007/978-1-4939-1483-8_8 ◽

2014 ◽

pp. 147-160

Author(s):

Garry Hornby

Keyword(s):

Special Education ◽

Professional Practice ◽

Inclusive Special Education ◽

Advanced Skills

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Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground

Inclusion ◽

10.1352/2326-6988-3.3.112 ◽

2015 ◽

Vol 3 (3) ◽

pp. 112-131 ◽

Cited By ~ 9

Author(s):

Michael F. Giangreco ◽

Jesse C. Suter

Keyword(s):

Special Education ◽

Service Delivery ◽

Full Range ◽

Future Research ◽

Exemplar Model ◽

Special Education Service ◽

Starting Point ◽

Education Service ◽

Inclusive Special Education ◽

Special Education Service Delivery

Abstract The absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for the importance of proactively developing inclusive models of special education service delivery, this article describes: (a) the types and source of the data upon which the exemplar model is based, (b) a set of underlying assumptions, (c) school demographic parameters upon which the exemplar model is based, (d) a comparison of 13 key variables between their actual averages in sampled schools with their proposed status in the exemplar model, and (e) nine conceptual and programmatic shifts designed to accompany the structural changes presented in the exemplar model. The article concludes with implications for practice and future research. Overall, the exemplar model is offered as a starting point to spur discussion, creative problem solving, and action planning to explore model development suited to local contexts.

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Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Pedagogika ◽

10.15823/p.2020.141.11 ◽

2021 ◽

Vol 141 (1) ◽

pp. 190-213

Author(s):

Alvyra Galkienė

Keyword(s):

Special Education ◽

Inclusive Education ◽

Educational System ◽

Universal Design ◽

Universal Design For Learning ◽

Integrated Education ◽

Educational Effort ◽

Design For Learning ◽

Qualitative Evolution ◽

Inclusive Special Education

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

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