Exploring factors related to access to general education contexts for students with intellectual disability: a survey of district special education administrators in one state

2020 ◽  
pp. 1-19
Author(s):  
Julia M. White ◽  
Meghan Cosier ◽  
Qiu Wang
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
General Education ◽  
Special Education Administrators ◽  
Education Administrators

A Policy Study of P. L. 94–142

1981 ◽  
Vol 48 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Lee M. Joiner ◽  
David A. Sabatino
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Special Education Administrators ◽  
Regular Educators ◽  
Special Education Policy ◽  
Middle Range ◽  
Level Of Consciousness ◽  
Policy Statements ◽  
Education Administrators

The study sought to determine the “level of consciousness” of selected regular and special educators for 50 competing educational policy statements. Fifty of the most frequently occurring policy items were selected, 20 arising as key concepts of the 1975 Education for All Handicapped Children Act (P.L. 94–142), intermingled with 30 of the most pressing issues drawn from the current regular (general) and vocational education literature. A Q-sort procedure required 199 general and special education teachers and administrators to prioritize the general and special education policy items, sorting them according to their importance. A discriminant functions analysis disclosed that respondents could be correctly classified as special or regular educators with 68% accuracy (cross-validated) on the basis of their level of consciousness for 11 P.L. 94–142 policy items. Special education administrators demonstrated the highest level of consciousness, general education administrators the lowest, and teachers the middle range.

scholarly journals Special Education Leadership and the Implementation of Response to Intervention

2020 ◽  
pp. 121-142
Author(s):  
Derek Cooley ◽  
Elizabeth Whitten
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
Procedural Knowledge ◽  
Special Education Administrators ◽  
High Stakes ◽  
Special Education Leadership ◽  
Idea 2004 ◽  
Effective Leaders ◽  
Education Administrators

Special education administrators provide leadership to guide the identification of learners with exceptionalities and ensure that staff working with special education students delivers instructional best practice. In order to execute these responsibilities, special education administrators must be effective leaders who collaborate with a variety of stakeholder including. Contrary to their general education counterparts, special education administrators must possess a specific body of procedural knowledge to identify low-performing groups of students. These procedures are often referred to Response to Intervention (RTI) or Multi-Tier Systems of Support (MTSS). Under IDEA (2004), students with and without disabilities can benefit from the same system of interventions and supports. This intersection has necessitated coordination of RTI models by both general and special education administrators. Special education and general education leaders will be challenged to blend models of leadership to address the high-stakes environment in our K-12 schools.

scholarly journals Special Education Leadership and the Implementation of Response to Intervention

2017 ◽  
pp. 265-286
Author(s):  
Derek Cooley ◽  
Elizabeth Whitten
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
Procedural Knowledge ◽  
Special Education Administrators ◽  
High Stakes ◽  
Special Education Leadership ◽  
Idea 2004 ◽  
Effective Leaders ◽  
Education Administrators

Special education administrators provide leadership to guide the identification of learners with exceptionalities and ensure that staff working with special education students delivers instructional best practice. In order to execute these responsibilities, special education administrators must be effective leaders who collaborate with a variety of stakeholder including. Contrary to their general education counterparts, special education administrators must possess a specific body of procedural knowledge to identify low-performing groups of students. These procedures are often referred to Response to Intervention (RTI) or Multi-Tier Systems of Support (MTSS). Under IDEA (2004), students with and without disabilities can benefit from the same system of interventions and supports. This intersection has necessitated coordination of RTI models by both general and special education administrators. Special education and general education leaders will be challenged to blend models of leadership to address the high-stakes environment in our K-12 schools.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Assessment in Special Education: Administrators’ Perspectives

Diagnostique ◽  
1984 ◽  
Vol 10 (1-4) ◽  
pp. 161-175
Author(s):  
Virginia L. Dixon ◽  
David E. Greenburg
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Education Administrators

A Statewide Survey of Special Education Administrators Regarding Mandated Prereferral Interventions

1992 ◽  
Vol 13 (4) ◽  
pp. 34-39 ◽  
Author(s):  
J. Ron Nelson ◽  
Deborah J. Smith ◽  
Lonnie Taylor ◽  
John M. Dodd ◽  
Ken Reavis
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Prereferral Interventions ◽  
Education Administrators

Transition and other Services for Handicapped Students in Local Education Agencies

1989 ◽  
Vol 55 (4) ◽  
pp. 315-320 ◽  
Author(s):  
James S. Fairweather
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Vocational Programs ◽  
Employment Opportunities ◽  
Related Services ◽  
Adult Services ◽  
Local Education ◽  
Education Agencies ◽  
Education Administrators ◽  
Local Education Agencies

A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.

Survey on Prereferral Practices: Responses from State Departments of Education

1989 ◽  
Vol 55 (4) ◽  
pp. 298-302 ◽  
Author(s):  
Jane Carter ◽  
George Sugai
Keyword(s):  
Special Education ◽  
District Of Columbia ◽  
Empirical Support ◽  
State Level ◽  
Special Education Administrators ◽  
Prereferral Intervention ◽  
Directors Of Special Education ◽  
Departments Of Education ◽  
State Directors ◽  
Education Administrators

A six-item survey was sent to state directors of special education (or their equivalent) in all 50 states and the District of Columbia. Items were developed to assess the type and level of prereferral intervention usage reported by state level special education administrators. Despite a lack of empirical support and a relatively inconclusive success rate, many state level administrators reported that they require or recommend the use of prereferral intervention strategies.

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