Special Education Leadership

Bateman, David A.; Cline, Jenifer

doi:10.4324/9781351201353

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most participants indicated that special education content knowledge should be enhanced in the program. Based on these data, leadership preparation faculty may consider changes to the curriculum, such as adding course content that explicitly addresses leading in inclusive schools (Bateman & Cline, 2019). Even with the heightened awareness of the need to include more content regarding special education, graduates from leadership programs continue to report limited time spent on these topics (DeMatthews, Kotok, et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…In addition to special education content (Billingsley et al, 2018; Frick et al, 2012; Pazey & Cole, 2013; Theoharis, 2007), preparation programs need to prepare principals for the realities of leading inclusive schools given the organizational structures of local education agencies (LEA) who effectively include students with disabilities (Bateman, Cline, Brunner, et al, 2019; Lane et al, 2014). For example, building principals need to be prepared to collaborate with district-level special education administrators and others to ensure that students with disabilities in their buildings are provided their FAPE in the LRE according to their IEP (Bateman, Cline, Brunner, et al, 2019; Bateman, Cline & Matson, 2019). “Principals set the tone for the school community and are the chief advocate for special education” (Bateman & Bateman, 2014, p. 9) and therefore must be knowledgeable and skillful regarding special education services for students with disabilities in their buildings.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools

Melloy

Cieminski

Sundeen

2021

Journal of Research on Leadership Education

View full text Add to dashboard Cite

Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have background in special education and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills related to leading inclusive schools. The results of the study contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools

Melloy

Cieminski

Sundeen

2021

Journal of Research on Leadership Education

View full text Add to dashboard Cite

show abstract

“…They are responsible for ensuring that students with disabilities are provided a high-quality education. Additionally, they evaluate the special education staff to ensure that special education students are making progress (Bateman & Cline, 2019).…”

Section: A Historical Approach To Special Educationmentioning

confidence: 99%

Perspectives of Special Education: Literature Review and Interview

Block¹,

Breaud²,

McNulty³

et al. 2019

View full text Add to dashboard Cite

This article provides historical and present-day perspectives on special education including a review of current literature as well as data collected from a face-to-face interview with a special education leader at an elementary school in south Louisiana. The interviewee offered rich insight and first-hand knowledge regarding placement of students with disabilities in inclusive school settings. Based on the interview responses, two themes emerged in response to the overarching question of how do SPED teachers and leaders create success for students with learning differences? These themes include: 1) the SPED environment and 2) approaches of successful SPED teachers. The data within these themes suggest that the interviewee perceives inclusion to be the greatest advancement in the field of special education as his experiences describe the beneficial aspects of the inclusion classroom setting for students with disabilities. These experiences have contributed to his belief that one day all classrooms in every school will be inclusive in nature.

show abstract