Individual Education Plans and Teams: Principals' Roles and Responsibilities

Autor/inn/en	Rutherford, Emily N.; Brown, Rachel
Titel	Individual Education Plans and Teams: Principals' Roles and Responsibilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2021), S.169-181 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Principals; Students with Disabilities; Individualized Education Programs; Teamwork; Administrator Role; Administrator Responsibility; Public Schools; Administrator Effectiveness; Special Education; Educational Legislation; Federal Legislation; Equal Education; Civil Rights Legislation; Desegregation Litigation; School Desegregation; Teacher Education Programs; Courses; School Districts; Professional Development + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Private law; Bürgerliches Recht; Integrative Schule; Kursangebot; School district; Schulbezirk
Abstract	The demand of providing adequate services for students with disabilities has evolved over the years requiring districts to provide free and appropriate public education in the least restrictive environment. As districts are held increasingly accountable for meeting these demands, the roles and responsibilities of the school principal has become greater. However, the roles and responsibilities of public school principals in the development of the individualized education plan (IEP) remain unclear. In this study, public school principals were interviewed to determine the role principals play in the IEP process and supports provided by districts to assist principals in being an effective leader in special education on their campuses. Results of the surveys are reported and implications for current practice are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01