Literaturnachweis - Detailanzeige
| Autor/inn/en | Morgan, Carl R.; Demchak, MaryAnn |
|---|---|
| Titel | Addressing Administrative Needs for Successful Inclusion of Students with Disabilities. |
| Quelle | (1996), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Administrator Role; Disabilities; Educational Change; Educational Cooperation; Elementary Secondary Education; Inclusive Schools; Information Needs; Mainstreaming; Principals; Regular and Special Education Relationship; Rural Schools; Teacher Administrator Relationship |
| Abstract | As inclusion increasingly becomes the accepted model for meeting the needs of students with disabilities, administrator involvement becomes critical because the attitudes of school personnel and students toward inclusion frequently mirror those of the administrator. In rural areas, the building administrator is often isolated from other school district administrators and must make decisions based on available information. This paper provides guidelines to assist teachers and parents in furnishing the information that principals need to support successful changes toward inclusion. The administrator must be informed of, and actively involved in, the planning and implementation of the following areas: (1) number of students to be included; (2) impact on students with and without disabilities; (3) specific needs of students with disabilities; (4) strategies and supports needed for successful inclusion; (5) roles of general and special education teachers, administrators, and paraprofessionals; (6) training needs of all school staff; (7) parent/caregiver involvement; (8) potential costs and funding sources; and (9) potential resource personnel to assist with training and implementation. The key to success of any inclusionary program is open and honest communication between all parties involved. The building administrator can help guarantee success, but can also, perhaps unwittingly, be a hindrance to the process. If the building administrator is involved and informed from the beginning, the change to inclusive educational programs has a much higher chance of success. (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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