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Friday, November 18 • 8:00am - 9:10am
District and School Leadership for Special Education Inclusiveness

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Participants:

An Analysis of the Discourses of Inclusion Within a District Leadership Team. Karen Ramlackhan, University of South Florida

The multiplicity of meanings of inclusion within special education have shaped the development and implementation of policies, procedures, and practices regarding inclusive education. This polarizing issue has created a rift among practitioners and researchers regarding where and how children with disabilities should be educated. This critically oriented discourse analysis explored how the discourses of inclusion are constructed, practices are normalized, and power relations are legitimized within a district leadership team via power/knowledge nexus and disciplinary power.

An Inclusive Leadership Model: Enhancement of Special Education Competency for Educational Leaders. Carlee Escue Simon, Amy Farley, Yvette Pennington (University of Cincinnati)

Administrators are critical in creating inclusive schools that are responsive to meeting the needs of diverse learners. Currently, however, there is a lack of emphasis about special education in the majority of leadership preparation programs. It is precisely this paucity in administrator preparation programs nationally that inspires our own strong commitment to develop an administrator preparation program that addresses this longstanding need.

The Extent to Which Leaders and Teachers Differ on Inclusiveness in Urban School Districts. Mario S. Torres, Wen Luo, Jean Madsen, Elisabeth Luevanos (Texas A&M University)

School districts are experiencing significant demographic shifts. As schools change, participants are being asked to meet the needs of an increasingly diverse group of students. A learning community of diverse school participants requires school leaders to respond to inevitable cultural con icts and face resistance in transforming organizational factors. This exploratory study examines similarities and differences between teachers and leaders in areas of school inclusion.

Were the Student’s Actions a Manifestation of His or Her Disability? Examples From Practice. Maria Lewis, Pennsylvania State University

Under the Individuals with Disabilities Education Act (IDEA), before a school district may discipline a student with a disability for greater than 10 days, decision makers must determine if the student’s behavior was caused by or had a direct and substantial relationship to the student’s disability. Relying upon the paperwork associated with such decisions, this paper will explore how decision makers implement this standard.




Friday November 18, 2016 8:00am - 9:10am
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet B

Attendees (4)