Are Principals Ready to Welcome Children with Disabilities?

Autor/in	Reynolds, Bronte H.
Titel	Are Principals Ready to Welcome Children with Disabilities?
Quelle	In: Principal, 88 (2008) 2, S.16-19 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-6062
Schlagwörter	Disabilities; Special Needs Students; Principals; Public Education; Inclusive Schools; Mainstreaming; Federal Legislation; Educational Legislation; Access to Education; Equal Education; Public Schools; Administrator Responsibility; Knowledge Level; Planning; Educational Environment; Professional Development; Student Needs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Principal; Schulleiter; Öffentliche Erziehung; Inclusive school; Integrative Schule; Bundesrecht; Bildungsrecht; Schulgesetz; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Wissensbasis; Ablaufplanung; Planungsprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In 1990, the Individuals with Disabilities Education Act rededicated the provisions of PL 94-142, the Education for All Handicapped Children Act of 1975, providing that all children with disabilities be afforded a free, appropriate, public education in the least restrictive environment. In 2004, it was renamed the Individuals with Disabilities Education Improvement Act (IDEA), once again reinforcing the concept that students with disabilities are provided access to the general education classroom, if such an environment is deemed to be the least restrictive environment for the child. The implementation of these laws over the years has provided both opportunity and challenge for public schools. At some point in their professional lives, all principals will be faced with a full-inclusion request. Are they ready for it? How well prepared are they, intellectually and emotionally, to proactively address this trend and seek accommodation for special needs students? In this article, the author presents four recommendations for principals: (1) Get educated; (2) Apply the training; (3) Develop an action plan; and (4) Gather resources. Mainstreaming students with special needs into the general classroom setting, if done with thoughtful planning and the involvement of all those impacted by the move, places school leaders at the forefront in the effort to meet the spirit of IDEA.(Contains 2 online resources.) (ERIC).
Anmerkungen	National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10