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Zirkel, Perry A. – Journal of Special Education Leadership, 2023
Although varying among and within the states, the percentage of students with 504 plans is steadily and significantly increasing as a national average. Although the professional literature addresses the legal standards for eligibility for 504 plans, it has not provided up-to-date information to practitioners as to the legal standard for the…
Descriptors: Federal Legislation, Students with Disabilities, Court Litigation, Program Development
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Weir, Kerry; Boscardin, Mary Lynn; Griffin, Linda L. – Journal of Special Education Leadership, 2023
Since little research on gender and special education leadership exists, the purpose of this phenomenological qualitative study was to understand the leadership experiences of eight women leaders of special education from diverse backgrounds. This study expanded the depth of research by including women administrators of special education building…
Descriptors: Leadership, Experience, Women Administrators, Special Education
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Toson, Amy L.-M.; Weisling, Nina – Journal of Special Education Leadership, 2023
Educational leaders, including directors of special education (DSE), often lack the depth and breadth of knowledge, skills, and dispositions needed to effectively manage the nuanced needs of special education. It is critically important, both legally and morally, for DSEs to have skills and mindsets to be effective in their roles. It is imperative…
Descriptors: Higher Education, Special Education, Administrators, Administrator Education
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Piombino, Alexis A.; Reinert, Paul M. – Journal of Special Education Leadership, 2023
Providing opportunities for students with disabilities to engage in activities that can promote self-determination is deemed best practice (Landmark et al., 2010; Wehmeyer et al., 2013). One setting where these skills may be continually refined is during an Individualized Education Program (IEP) meeting (Agran & Hughes, 2008; Arndt et al.,…
Descriptors: Elementary School Students, Administrators, Individualized Education Programs, Student Participation
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Zirkel, Perry A. – Journal of Special Education Leadership, 2023
The confusing variations of terminology that connect "home" with instruction warrant special care in relation to students with disabilities. The underlying core of these varying terms amounts to three distinct placement options in relation to the Individuals with Disabilities Education Act (IDEA), here identified as homebound…
Descriptors: Students with Disabilities, Home Instruction, Student Placement, Home Schooling
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Needham, Chris – Journal of Special Education Leadership, 2023
Funding for special education has traditionally focused on providing some form of equity for students identified as having a disability (Dragoo, 2018; Hargrove et al., 1983; Zettel & Ballard, 1979). However, the pressure to raise standards for all students led to questions of funding adequacy and efficiency (Baker, 2018; Hanushek, 2007).The…
Descriptors: Special Education, Educational Finance, Equal Education, Financial Support
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Burnette, Kristin Krupa; Taub, Deborah; Bergmann, Erica; Ryndak, Diane – Journal of Special Education Leadership, 2023
This qualitative case study was conducted to gain a deeper understanding of factors that enhanced processes facilitating sustainable, systemic change in one school district's multilevel effort to develop inclusive education services for students with significant cognitive disabilities. Qualitative research methods were used to study the phenomenon…
Descriptors: Sustainability, Educational Change, Inclusion, Students with Disabilities
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Layden, Selena J.; Lorio-Barsten, Daria; Coleman, Heather; Scott, LaRon A.; Horn, Annemarie L. – Journal of Special Education Leadership, 2023
Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge.…
Descriptors: Special Education, School Administration, Administrator Attitudes, Faculty Development
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Layden, Selena J.; Maydosz, Ann S.; Crowson, Teresa G.; Horn, Annemarie L.; Working, Amanda Faye – Journal of Special Education Leadership, 2022
Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these…
Descriptors: Administrator Role, Autism, Pervasive Developmental Disorders, Evidence Based Practice
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Blackwell, William H.; Lilly, Juliana D. – Journal of Special Education Leadership, 2022
Administrators face multiple challenges in effectively managing special education programs and services. These challenges include communication failures between stakeholders, inconsistency in implementing policies, difficulty in collaborating with multiple personnel throughout a district, and inefficiencies in implementing special education…
Descriptors: Organizational Theories, Special Education, Regular and Special Education Relationship, Administrative Organization
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Walters, Charles; Plotner, Anthony; Allison, Makenzie; Mojica, Abigail – Journal of Special Education Leadership, 2022
The importance of self-determination and best practices in secondary transition serve as the basis for assertions that guardianship and the aims of special education are inherently conflicted. Few studies have explored the perspectives and experiences of special education administrators on the support of students with disabilities and their…
Descriptors: Administrator Attitudes, Special Education, Students with Disabilities, Family Involvement
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Day, Franklin H. – Journal of Special Education Leadership, 2022
Educational leaders have many responsibilities across a variety of settings. This is especially true of special education leaders, who work with an expanded age range, expanded needs, and expanded complexity not only resulting from compliance expectations and enhanced regulation but because of increasing research in the field guiding best…
Descriptors: Special Education, Leadership Responsibility, Leadership Qualities, Educational Needs
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Barnard-Brak, Lucy; Filderman, Marissa J. – Journal of Special Education Leadership, 2022
Retention of administrators is related to student achievement, but little is known about factors related to the retention of special education directors. The authors examine whether educational credentials, certifications, and number of years served are related to the number of years served as local education agency special education director.
Descriptors: Administrator Characteristics, Special Education, Administrators, Labor Turnover
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Lazarus, Sheryl S.; Brookhart, Susan M.; Ghere, Gail; Liu, Kristin K. – Journal of Special Education Leadership, 2022
The purpose of this article is to provide an overview of how students with disabilities, including students with significant cognitive disabilities and English learners with disabilities, can be included in local assessments used for instructional and programmatic decision making--that is, for formative purposes. This article focuses on formative…
Descriptors: Students with Disabilities, Student Evaluation, Educational Assessment, Formative Evaluation
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Hinkle, Andrew R.; Goldstone, Linda; Ressa, Virginia A.; Lazarus, Sheryl S. – Journal of Special Education Leadership, 2022
This article provides a short overview of how to communicate about the purposes of educational assessments. The authors address the assessments that may be required at the state or district level, including summative assessments, interim assessments, and formative assessment practices. The article describes the needs of various audiences and the…
Descriptors: Educational Assessment, Summative Evaluation, Formative Evaluation, Evaluation Methods
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