NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522912
Record Type: Non-Journal
Publication Date: 2009-Oct-1
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Ten Effective Ways to Infuse Child Welfare Topics into Educational Leadership Preparation Programs
Giesler, Mark A.; Palladino, John M.
Online Submission, Paper presented at the Women in Educational Leadership Annual Conference (Lincoln, NE, Oct, 2007)
Administering and supervising special education programs and personnel may be daunting tasks for school leaders. Students and families who warrant the access to special education services present unique and complex needs that make administrative decisions anything but universal and simplistic, especially in regards to foster care populations. The added stress of potential due process litigations for poor decision-making may further challenge administrators, especially leaders without prior child welfare/foster care experiences. Today's school administrators must ensure Individualized Educational Programs (IEPs) include input from parents and guardians at all stages of the process, from pre-referral through implementation and evaluation, while at the same time accounting for the various stakeholders in foster care students; lives. To do so requires additional adherence to No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) legislations. The purpose of this presentation was to identify ten educational barriers that foster care youth often encounter and that have appeared in the literature, and to propose preservice/graduate school activities that would expose aspirant school administrators to the problems, each aligned with ELCC/ISLCC standards.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001