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Martin, Suzanne M.; Little, Joyce; Miller, Katie; Gourwitz, Jillian – Journal of Special Education Leadership, 2014
Special education administrators play a critical role in the implementation of successful inclusion in diverse, standards-based environments. They provide the vision and leadership necessary to guide educators in both general and special education as they deliver instructional programs to meet the needs of diverse students with disabilities.…
Descriptors: Urban Education, Special Education, Leadership Training, Administrators
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Liu, Kristin; Barrera, Manuel – Journal of Special Education Leadership, 2013
English language learners (ELLs) with disabilities are a growing part of the K-12 school population and will be included in the next generation of accountability assessments, just as they are now included in state assessments. These learners have some unique characteristics and may demonstrate their knowledge and skills in particular ways because…
Descriptors: English (Second Language), English Language Learners, Disabilities, Second Language Learning
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Connor, David J. – Journal of Special Education Leadership, 2012
Highly politicized educational reforms in New York City have seen special education become marginalized as a casualty of the accountability movement. There is a liminal space between "old" and "new" ways where special education administrators find themselves as they consider their roles and responsibilities in continuing to…
Descriptors: Disabilities, Educational Change, Special Education, Administrators
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Donder, Daniel J. – Journal of Special Education Leadership, 2011
The role of the school administrator as an instructional leader has had a long history. However, today this role is more important than ever as high stakes testing has increased the level of accountability for all educators. Districts across the country be they urban, suburban, or rural are scraping for every dollar and at the same time many…
Descriptors: Principals, Administrators, Beginning Teacher Induction, Beginning Teachers
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Carter, Susan J. – Journal of Special Education Leadership, 2011
Research on the extent of stress and burnout among special education administrators is not as well developed as research on the extent of stress and burnout among teachers. This study utilized the Maslach Burnout Inventory to determine levels of stress and burnout among administrators of special education. Results indicated administrators of…
Descriptors: Fatigue (Biology), Teacher Burnout, Special Education, Administrators
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Thompson, Anne Louise – Journal of Special Education Leadership, 2011
At the 2011 Office of Special Education Leadership Mega Conference in Crystal City, VA, demographer Jim Johnson, of the Frank Hawkins Kenan Institute of Private Enterprise and the University of North Carolina, discussed the changing demographics of the US, coining one of his six observations on the changes ahead as the "silver tsunami…
Descriptors: Baby Boomers, Leadership, Special Education, Leaders
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Boscardin, Mary Lynn; Weir, Kerry; Kusek, Christopher – Journal of Special Education Leadership, 2010
Unlike data that show that all states require credentials for special education teachers, national data indicate that only 27 states require licensure/certification/endorsement as an administrator of special education. The titles used by states to identify the local director of special education include administrator of special education, director…
Descriptors: Credentials, State Programs, Continuing Education, Degree Requirements
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Passman, Bruce – Journal of Special Education Leadership, 2008
Over the years, the Council of Administrators of Special Education (CASE) has searched for mechanisms to share information that is important and helpful to the CASE membership. During the past year, CASE initiated the use of "Survey Monkey" as a mechanism to obtain information and opinions from the membership. This article shares some of the input…
Descriptors: Disabilities, Special Education, Principals, Administrator Attitudes
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Lange, Cheryl M.; Rhim, Lauren Morando; Ahearn, Eileen M. – Journal of Special Education Leadership, 2008
Charter schools, although a stage for potential educational reform and innovation, remain subject to federal laws regarding the education of students with disabilities. As they intersect with federal law, the variance of state charter laws and policy surrounding the provision of special education creates a challenging context for helping charters…
Descriptors: Charter Schools, Federal Legislation, State Officials, Disabilities
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Thomas, Nancy – Journal of Special Education Leadership, 2007
Leadership in schools matters today more than ever, since school leaders are faced with leading schools through an era of profound social change that has required fundamental rethinking of what schools do and how they do it. The challenges facing educational leadership have grown tremendously in recent years because of increased public…
Descriptors: Boards of Education, Instructional Leadership, Special Education, Administrators
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Protz, Babette M. – Journal of Special Education Leadership, 2005
Provisions of special education law under the Individuals with Disabilities Education Act are many and complex. During the 2001-2002 school year over 48 million children in the United States, Washington, D.C., and Puerto Rico were enrolled in pre-kindergarten through Grade 12. Parents are becoming increasingly legally literate; the increased…
Descriptors: Administrators, Elementary Secondary Education, Learning Disabilities, Foreign Countries
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McLaughlin, Margaret J.; Artiles, Alfredo J.; Pullin, Diana – Journal of Special Education Leadership, 2001
This article discusses increasing student diversity and its challenges to special education systems as more students need assistance to progress in the curriculum. It argues for whole school reorganization that reflects cultural understanding, permits flexibility in the use of resources, and is guided by clear accountability for student…
Descriptors: Administrators, Cultural Awareness, Cultural Influences, Disabilities
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Obiakor, Festus E. – Journal of Special Education Leadership, 2001
A framework is provided for creating learning environments that maximize the potential of all students, and methods are presented for transforming teaching and learning to improve the achievement of students from diverse backgrounds. The determination of "goodness" in schools is redefined and the shifting roles of education leadership are…
Descriptors: Academic Achievement, Administrators, Disabilities, Diversity (Student)