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ERIC Number: EJ897721
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0741-9325
What Does It Take to become a High-Performing Special Education Planning District? A Study of Indiana's Special Education Delivery Service System
Edmonds, Ben C.; Spradlin, Terry
Remedial and Special Education, v31 n5 p320-329 Sep-Oct 2010
As the NCLB deadline for having all students proficient in reading and math approaches, schools are becoming increasingly anxious to promote success on high stakes tests for their students with disabilities. Embedded in a larger study of the potential effect of governance structures on the achievement of students with disabilities, this study examines how Indiana's high-performing special education planning districts are able to promote achievement on the part of students with disabilities. Four themes are found in high-performing districts: ownership of student performance, teacher self-efficacy, child centeredness, and belongingness of special education staff. (Contains 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana