2016
DOI: 10.1177/875687051603500404
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Effective Instruction for Students with Disabilities: Perceptions of Rural Middle School Principals

Abstract: Instructional leaders must be proficient in their knowledge of effective instructional strategies in order foster an environment that uses what has been identified as “best-practice” for students with disabilities. This role is critical in rural school systems where principals take on more responsibility and the ability to employ highly qualified educators is often more difficult. The purpose of this multiple case study was to provide a detailed description of principals' understanding of effective instruction… Show more

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Cited by 5 publications
(4 citation statements)
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References 26 publications
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“…Character-based learning has three places, namely: (a) in homes that are fostered by parents and families (b) in the community environment fostered by oneself (c) in schools that are fostered or educated by all managers in the school. Principals and qualified educators will be able to carry out learning activities well, so that the desired goals of both the institution and student goals are achieved (McGee, 2019;Mestry, 2017;Lynch, 2016).…”
Section:  Results and Discussionmentioning
confidence: 99%
“…Character-based learning has three places, namely: (a) in homes that are fostered by parents and families (b) in the community environment fostered by oneself (c) in schools that are fostered or educated by all managers in the school. Principals and qualified educators will be able to carry out learning activities well, so that the desired goals of both the institution and student goals are achieved (McGee, 2019;Mestry, 2017;Lynch, 2016).…”
Section:  Results and Discussionmentioning
confidence: 99%
“…Despite legislative efforts to improve post-school outcomes for students with disabilities in relation to non-disabled peers, disparities continue to exist. Secondary leaders, specifically principals and assistant principals, play important roles in providing and managing effective educational and transition programs for students with disabilities (Bateman et al, 2017; DiPaola et al, 2004; Hoppey & McLeskey, 2013; Lynch, 2016; Scheef & Mahfouz, 2020). While secondary principals and assistant principals play vital roles in the provision of effective instructional and special education programs including transition programs and services, they are often presented with challenges and barriers that impede with their efforts to support secondary transition (Lubbers et al, 2008; Luecking & Luecking, 2015; Miller, 2018; Morningstar & Benitez, 2013; Riesen et al, 2014; Scheef & Mahfouz, 2020; Sun & Xin, 2020).…”
Section: Discussionmentioning
confidence: 99%
“…The task of developing and implementing effective special education and transition programs for students with disabilities is often the ultimate responsibility of school principals (Lynch, 2016). As school leaders, principals are primarily accountable for the academic achievement, progress, and graduation rates of all students including those with disabilities (Bateman et al, 2017; Cobb, 2015; Cruzeiro & Morgan, 2006; DiPaola et al, 2004; Hoppey & McLeskey, 2013; Roberts & Guerra, 2017; Scheef & Mahfouz, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…
Effective teachers and school leaders are essential for ensuring that all students achieve strong outcomes, including students with disabilities (SWD) (Brownell et al, 2009; Feng & Sass, 2013;Richter et al, 2012). Unfortunately, many teachers and leaders are unprepared to effectively educate SWD (Ciullo et al, 2015; Dutton Tillery et al, 2010;Lynch, 2017). For too long, general education and leader preparation programs have not provided candidates with the research-based knowledge and skill they need to teach SWD (Sindelar et al, 2019; U.S. Government Accountability Office, 2009), and state preparation policies are not always designed to remedy this problem (Goldrick et al, 2014).
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mentioning
confidence: 99%