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ERIC Number: ED367118
Record Type: RIE
Publication Date: 1992
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Principal Leadership.
Tourgee, Barbara, Comp.; DeClue, Linda, Comp.
Principal Letters: Practices for Inclusive Schools, v9 Fall 1992
This issue of a quarterly publication for school principals discusses the role of principals in providing inclusive education for all students, including those with disabilities. It offers practical information on the following topics: goals in meeting the needs of special education students; effective principal behaviors in leading special education; methods of encouraging acceptance of special education students by their peers; methods of incorporating special education into the school-centered decision making model; ways to improve attendance of special education students; how principals can facilitate cooperation between regular and special education; determining what classroom techniques are effective with mainstreamed students; what behavior management strategies to use with students who have emotional disabilities; ways to help parents accept their child's special education placement; involving parents in their child's schooling; support services available for parents; improving the effectiveness of general education teachers with special education students; the appropriateness of community-based instruction; determination of the least restrictive environment; legal implications of mainstreaming for general education staff; the use of finite resources to satisfy an infinite number of special education needs; differences between integration, mainstreaming, and inclusion; a rationale for identifying students for special education and then including them in regular education classrooms; and the need for staff development. (JDD)
National Academy/CASE, Indiana University, Smith Research Center-100A, 2805 E. 10th St., Bloomington, IN 47405 ($25, single issue; full year subscription, $79.95. Published quarterly).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Council of Administrators of Special Education, Inc.; National Academy on the Principalship in Special Education, Bloomington, IN.
Identifiers: Inclusive Schools