Creating Success for Students with Autism Spectrum Disorders and Their Teachers: Implementing District-Based Support Teams

Autor/inn/en	McCollow, Meaghan; Davis, Carol Ann; Copland, Michael
Titel	Creating Success for Students with Autism Spectrum Disorders and Their Teachers: Implementing District-Based Support Teams
Quelle	In: Journal of Cases in Educational Leadership, 16 (2013) 1, S.65-72 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458913478426
Schlagwörter	Success; Instructional Leadership; Administrator Education; Pervasive Developmental Disorders; Autism; Teamwork; School Districts; Administrator Responsibility; Case Studies; Teaching Methods; Research Utilization; Elementary Schools; Technical Assistance; Special Education; Theories; Classroom Techniques; Educational Methods + Suchen Sie Ihr Suchwort? Erfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Autismus; School district; Schulbezirk; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsumsetzung; Elementary school; Grundschule; Volksschule; Technische Hilfe; Special needs education; Sonderpädagogik; Sonderschulwesen; Theory; Theorie; Klassenführung; Educational method; Erziehungsmethode
Abstract	This case study is intended for use in an educational leadership class to facilitate conversation on providing effective instructional practices to students on the autism spectrum. In particular, this case study demonstrates how a school district incorporated a research-based model into their system to provide support to teachers of students with autism spectrum disorders. The case provides opportunity to discuss challenges faced by leadership in special education and to analyze the interactions between and within various organizations through various theoretical lenses (i.e., knowledge-based theory, open systems theory). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10