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 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>

scholarly journals The Evaluation Of Student's Competencies On Special Education Programs

2019 ◽  
Author(s):  
Erna Retna Safitri
Keyword(s):  
Special Education ◽  
Mental Disorders ◽  
Natural Environment ◽  
Further Education ◽  
Qualitative Approach ◽  
Education Programs ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
The World ◽  
Special Education Programs

This research was based on the understanding that special education programs are aimed to form learners with physical and or mental disorders to be able to develop attitudes, knowledge and skills as individuals and members of the community in mutual relationships with the surrounding social, cultural and natural environment and to develop skills in the world of occupation or to follow further education. Characteristics of students with special needs also require handling that considers about their potential and needs so that could be improved optimally. This research aimed to evaluate attitudes, knowledge and skills competencies of student in special education programs. The research was conducted by using evaluative qualitative approach with CIPP models of evaluation. The results indicated that mastery of attitude competency in special education programs is quite good, as well as in mastery of knowledge competency. But still need improvement in mastering the skills competency

scholarly journals The Evaluation Of Student's Competencies On Special Education Programs

2019 ◽  
Author(s):  
Erna Retna Safitri
Keyword(s):  
Special Education ◽  
Mental Disorders ◽  
Natural Environment ◽  
Further Education ◽  
Qualitative Approach ◽  
Education Programs ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
The World ◽  
Special Education Programs

This research was based on the understanding that special education programs are aimed to form learners with physical and or mental disorders to be able to develop attitudes, knowledge and skills as individuals and members of the community in mutual relationships with the surrounding social, cultural and natural environment and to develop skills in the world of occupation or to follow further education. Characteristics of students with special needs also require handling that considers about their potential and needs so that could be improved optimally. This research aimed to evaluate attitudes, knowledge and skills competencies of student in special education programs. The research was conducted by using evaluative qualitative approach with CIPP models of evaluation. The results indicated that mastery of attitude competency in special education programs is quite good, as well as in mastery of knowledge competency. But still need improvement in mastering the skills competency

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

A Bandwagon without Music: Preparing Rural Special Educators

1984 ◽  
Vol 50 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Lawrence W. Marrs
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Special Educators ◽  
Rural America ◽  
Education Programs ◽  
Special Education Programs

The bandwagon has finally reached rural America. This article discusses important considerations for those who would board this bandwagon carrying baggage which includes preconceived ideas about using traditional special education programs to prepare special educators for rural areas. Competencies and curriculum elements which should be included in preservice programs are discussed.

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