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Bruhn, Allison; Gorsh, Jay; Hannan, Chloe; Hirsch, Shanna Eisner – Journal of Special Education Leadership, 2014
Schools implementing Positive Behavior Interventions and Supports (PBIS) are often confronted with concerns from a variety of educational stakeholders about school climate, teaching behavioral expectations, the role of reinforcement, and labeling students. Administrators should be prepared to respond to these concerns with theoretical and…
Descriptors: Positive Behavior Supports, Criticism, Program Implementation, Teacher Expectations of Students
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Pugach, Marleen C.; Winn, Judith A. – Journal of Special Education Leadership, 2011
Co-teaching and various forms of team teaching are common in today's schools but have rarely been viewed in relationship to supporting novice special education teachers. Personal compatibility is consistently reported as a key factor in the success of co-teaching. Special educators who co-teach often take a backseat role in the general education…
Descriptors: Inclusion, Regular and Special Education Relationship, Mainstreaming, Teacher Collaboration
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Barnhart, Melissa K.; Franklin, Nancy J.; Alleman, Jay R. – Journal of Special Education Leadership, 2008
For nearly 5 years, the Los Angeles Unified School District (LAUSD) has been engaged in efforts to reduce the number of out-of-school suspensions for students with disabilities and their typical peers by applying the principles of positive behavioral support throughout its more than 700 K-12 schools. Initially, LAUSD focused solely on reducing the…
Descriptors: Behavior Problems, Suspension, Elementary Secondary Education, Social Behavior
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Collins, Jeanne – Journal of Special Education Leadership, 2007
The author recently left her position as special services director in an urban school district in Vermont, a state that embraces inclusion for students with disabilities, to accept the position of superintendent of schools in the same district. The new job requires overseeing the educational mission of six elementary schools, two middle schools, a…
Descriptors: Urban Schools, Middle Schools, Disabilities, Special Education
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Stevenson-Jacobson, Rita; Jacobson, John; Hilton, Alan – Journal of Special Education Leadership, 2006
Educational leadership is ranked as the primary variable associated with effective schools. A number of studies have examined the role of principals and the skills needed for administering special education programs. Other research studies identified important knowledge and skills principals should have in relation to special education. In an…
Descriptors: Special Education, Educational Administration, Principals, Administrator Attitudes