Students with Special Needs, Reading Education, and Principals: Bridging the Divide through Instructional Leadership

Autor/inn/en	Sanzo, Karen; Clayton, Jennifer; Sherman, Whitney
Titel	Students with Special Needs, Reading Education, and Principals: Bridging the Divide through Instructional Leadership
Quelle	In: International Journal of Educational Leadership Preparation, 6 (2011) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Reading Programs; Instructional Leadership; Special Needs Students; Principals; Administrator Role; State Standards; Standardized Tests; Literacy; Reading Skills; Reading Instruction; Teaching Methods; Inclusion; Resource Room Programs; Remedial Instruction; Surveys + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Sonderpädagogischer Förderbedarf; Principal; Schulleiter; Standadised tests; Standardisierter Test; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Förderkurs; Survey; Umfrage; Befragung
Abstract	Principals are held accountable for achievement results of students on state-mandated assessments. Special needs students who struggle with literacy can impact the pass rates on these assessments. This study identifies how reading is taught to special needs students in both self-contained and inclusion settings at the secondary level in one school district; determines how school leaders may or may not be facilitating this process; and identifies ways school leaders can more effectively facilitate special education reading programs and processes. (Contains 3 tables and 3 footnotes.) (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10