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Dematthews, David E. – Journal of School Leadership, 2018
Black boys in racially segregated urban schools are vulnerable to the trappings of the school-to-prison-pipeline. In this article, I use narrative inquiry and critical race theory (CRT) to examine the stories of two elementary school principals struggling to create more inclusive schools for Black boys with emotional disabilities (ED) in a…
Descriptors: Urban Schools, Principals, African American Students, Males
Lustig, Benjamin C. – Journal of School Leadership, 2018
School leaders have a prominent role on Individual Education Program (IEP) teams and often face very challenging obstacles when determining substantive educational services and placement in the least restrictive environment (LRE) for students with medical disabilities. In absence of federal statutory and regulatory policy, standard legal research…
Descriptors: Students with Disabilities, Chronic Illness, Educational Legislation, Equal Education
DeMatthews, David E. – Journal of School Leadership, 2015
The study presented here examines the efforts of one principal and the team she relied upon to create a more inclusive and high-performing school in a large urban school district. The goals, actions, and responsibilities of the team are described, as well as the daily challenges associated with school administration and special education. In doing…
Descriptors: Principals, Administrator Role, Participative Decision Making, Teamwork
Pazey, Barbara L.; Cole, Heather A. – Journal of School Leadership, 2015
Educational professionals have the challenging responsibility of serving a highly diverse population of students. Laws such as the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB, 2001), the Individuals with Disabilities Education Act (IDEA, 2004), the Vocational Rehabilitation Act of 1973, and the…
Descriptors: Ethics, Law Related Education, Graduate Students, Administrator Education
Eckes, Suzanne; Gibbs, Jesulon – Journal of School Leadership, 2012
Research demonstrates that students with disabilities are harassed more than their nondisabled peers. Students with disabilities who have been severely harassed have argued that they are not receiving a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) as required by Individuals with Disabilities Education Act…
Descriptors: Disabilities, Bullying, Public Education, Court Litigation