The Future Is Now: Implications for the Development of (Special) Education Leaders.

Autor/in	Posno, T. R.
Titel	The Future Is Now: Implications for the Development of (Special) Education Leaders.
Quelle	(1986), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Change Agents; Decentralization; Disabilities; Educational Change; Educational Legislation; Educational Needs; Educational Planning; Educational Policy; Educational Responsibility; Foreign Countries; Leaders; Leadership Responsibility; Mainstreaming; Organizational Development; Private Education; School Based Management; School Districts; Special Education + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; Handicap; Behinderung; Bildungsreform; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Bildungsplanung; Politics of education; Bildungspolitik; Erziehungsverantwortung; Ausland; Fachleiter; Organisationsentwicklung; Privatunterricht; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This paper discusses the nature of people and the prospect of change. People are identified as either creators of change, reactors to change, or those who attempt to move forward while looking backward, and the education profession exhibits a seeming increase in reactionary approaches. In the educational planning process, many issues exist that can serve as creative opportunities. First, mandatory legislation, specifically Ontario Bill 82, Act to Amend the Education Act, is being interpreted differently by parents and school board personnel concerning the provision of appropriate special education programs. This bill has proven that mere provision of law and policy is insufficient in implementing a system-wide special education plan. Second, examples of private enterprise in education should be used by public educators as pivotal posts to improve their services. Third, adaptive, flexible school systems are needed, utilizing organizational models which support but do not control school function. Many school systems are considering how to decentralize control and establish school-based management practices. Fourth, special education must become assimilated as part of the normal function of a school. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01