A Look at IDEA 1997 Discipline Provisions: Implications for Change in the Roles and Responsibilities of School Personnel

1999 ◽  
Vol 43 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Maureen Conroy ◽  
Denise Clark ◽  
Robert A. Gable ◽  
James J. Fox
Keyword(s):  
School Personnel ◽  
Roles And Responsibilities ◽  
Idea 1997

scholarly journals Concussion competencies: a training model for school-based concussion management

Concussion ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. CNC61 ◽  
Author(s):  
Arthur Maerlender ◽  
Jonathan D Lichtenstein ◽  
Jennifer Parent-Nichols ◽  
Kate Higgins ◽  
Peggy Reisher
Keyword(s):  
Service Providers ◽  
School Personnel ◽  
Training Model ◽  
Behavioral Management ◽  
Roles And Responsibilities ◽  
Concussion Management ◽  
Key Stakeholders ◽  
Related Service ◽  
Knowledge Competencies ◽  
Amount Of Knowledge

This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.

Servant Leadership and School Crisis Management

2014 ◽  
pp. 114-133
Author(s):  
Gregory Geer ◽  
Howard V. Coleman
Keyword(s):  
Servant Leadership ◽  
School Personnel ◽  
Self Awareness ◽  
Small School ◽  
Small School Districts ◽  
Civic Leaders ◽  
Roles And Responsibilities ◽  
Emotional Healing ◽  
School Superintendent ◽  
Teachers And Parents

In today's world, public school leaders are often called upon to deal with tragedies that include suicides, homicides, and accidental deaths. When these incidents occur in small school districts, the roles and responsibilities of school personnel become those of counselors and civic leaders. This chapter presents a case study about the experiences of a school superintendent practicing servant leadership to help heal a small community when dealing with the accidental deaths of a local family. The superintendent's responses to the tragedy are based upon the foundations of servant leadership that include empathy, mental models, reflection, self-awareness, emotional healing, listening, commitment, and community building (Goen, 2009; Spears, 2004; Greenleaf, 1977). Servant leadership practices help guide educational leaders in providing support for students, teachers, and parents in school crises.

Teachers' Perceptions of the Role and Effectiveness of Occupational Therapists in Schools

1993 ◽  
Vol 60 (4) ◽  
pp. 185-191 ◽  
Author(s):  
Margaret Fairbairn ◽  
Iain Davidson
Keyword(s):  
Public School ◽  
Occupational Therapy ◽  
School System ◽  
Occupational Therapists ◽  
School Personnel ◽  
Exceptional Students ◽  
Exceptional Children ◽  
Teachers Perceptions ◽  
Roles And Responsibilities ◽  
School Aged Children

Teachers' expectations from occupational therapists working with exceptional children in two Ontario public school boards were explored in this study. Information was obtained through a questionnaire distributed to all teachers (N = 143) who had worked with occupational therapists and personal interviews conducted with 10 of these teachers. Findings suggested that all teachers believed that there was an important role for occupational therapists in the school system. They defined this role as offering programming suggestions, consulting with school personnel, providing and adapting equipment, liaising with school, home and community, assessing, and following-up school-aged children. Teachers also suggested that occupational therapists further define their roles and responsibilities in school, for themselves, and for school personnel. Finally, teachers suggested that occupational therapists must continue to support and share their knowledge about children with special needs with teachers by providing more demonstration, and modeling of suggested occupational therapy programmes and by working with exceptional students inside the classroom, rather than outside, whenever possible.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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