Special Education Litigation Update: Implications for School Administrators

Wagner, Jennifer; Katsiyannis, Antonis

doi:10.1177/0192636510372251

Cited by 12 publications

(12 citation statements)

References 5 publications

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confidence: 99%

“…Significant liability exists for administrators and instructional personnel who fall short of performing their duties and responsibilities with respect to students with disabilities. Parents, advocates, lawyers, and even government agencies may seek and successfully hold administrators and the districts they represent accountable for their failures (Passman, 2008;Wagner & Katsiyannis, 2010). Administrators often complete their graduate training with the belief they have been adequately prepared until they are faced with accusations of inappropriate services or are confronted with a lawsuit and potentially substantial costs for their school district (Burton, 2008;Cooner, Tochterman, & Garrison-Wade, n.d.;Davidson & Algozzine, 2002;Militello, Schimmel, & Eberwein, 2009;Strader, 2007).…”

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The Role of Special Education Training in the Development of Socially Just Leaders

Pazey

Cole

2012

Educational Administration Quarterly

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Over the past two decades, colleges of education along with a number of national organizations and specialized professional associations have sought to improve educational administration programs through the incorporation of a broad policy framework designed to develop socially just leaders. Central to the growth of these new leaders is a commitment to acknowledge and embrace difference and to create educational spaces within which all children can learn. As the notion of social justice within education has been evolving, certain students, particularly those with disabilities, have been railing against persistent inequities within schools. Special education has emerged as one of the most litigious issues that school leaders must confront in their daily practice. Nevertheless, content related to special education and special education law has been a long neglected area within university-based administrator preparation programs and has been strangely absent in conversations relevant to the creation of administrator preparation programs that embrace a social justice model of leadership. Beginning with the current literature base of social justice and leadership preparation in special education and special education law, and using the recently revised Educational Leadership Constituents Council Advanced Programs in Educational Leadership Standards for building-level administrators for context, this article proposes an imperative to include curriculum content and leadership training that embraces and honors the inclusion of students in K-12 special education programs and enables building-level administrators to fulfill their role as socially just leaders.

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The Role of Special Education Training in the Development of Socially Just Leaders

Pazey

Cole

2012

Educational Administration Quarterly

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“…African American high school males could benefit from the character education program (Durlak et al, 2011). The participants strive to (a) decrease suspensions and increase retention and graduate rates (Weber, 2010;Wagner & Antonis, 2010), (b) provide a learning environment that supports academic achievement (Rosas & West, 2009), (c) manage disruptive (Graham & Prigmore, 2009;Harrell & Hollins, 2009), (d) refer students to that could help African American males improve their perceptions about schooling (Lee et al, 2011;Morgan, 2010;Skiba et al, 2012). The findings revealed that school programs should be designed for African American male students to be motivated to recover credits (Daniel & Bondy, 2008;Hendricks, Sale, Evans, McKinley, & DeLozier-Carter, 2010;Martinez, 2009).…”

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confidence: 99%

“…Appropriate behaviors are gained by modeling and discussing correct behaviors and inappropriate behaviors need to be addressed (Zirpoli, 2010). Suspensions of students with emotional/behavioral disorders have been problematic and controversial (Wagner & Antonis, 2010;Weber, 2010). African American students are receiving stricter suspensions (Darensbourg, Perez, & Blake, 2010) for behaviors that interfere with teaching and learning (Harrell & Hollins, 2009).…”

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confidence: 99%

Alternatives to Suspending African American High School Males

Kiriakidis¹,

Robinson²

2014

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The research site was one high school in the southern United States where African American males were suspended at greater rates than their counterparts. The purpose of this qualitative case study was to examine the perspectives of high school administrators and teachers regarding alternatives to suspending African American males in one southern high school within a public school district. Guided by the social learning theory, the research question focused on the suspensions of these students. Data were collected through in-depth, semi structured, face-to-face interviews with a purposive sample of 6 high school teachers and 2 administrators, and coded and analyzed for emergent themes. The findings revealed that African American high school males might benefit from education programs such as character education programs to develop social, academic, and discipline skills. The findings of this study may be used for professional development for teachers and administrators regarding strategies to reduce suspensions of African American high school males, which might facilitate their graduation from high school and subsequent entry into higher education or the workforce.

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“…Finally, navigating the sensitive emotional landscape of identifying children with disabilities and collaborating with a wide variety of stakeholders to agree on the right course of action creates chronically stressful circumstances for these school leaders and requires emotional sensitivity and attention to relational, symbolic, and cultural factors (Burrello & Zadnik, 1986). Stress further evolves from the professional roles served by special education leaders, including the demands of the stakeholders, the demands of the organization, and the task demands of the position (Passman, 2008; Wagner & Katsiyannis, 2010).…”

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The Manifestation of Spirituality in Special Education Leaders

Waters

Hackney

2019

Journal of School Leadership

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The challenges of special education leadership require both inspiration and capacity. This qualitative study of a purposeful sample of members of a Midwestern special education professional organization explores how leaders in special education experience spirituality in their work—creating meaning, leading/supporting others, and coping with workplace demands. In response to internal and external struggles, analysis of interviews and journal entries shows spiritually inclined special education leaders cultivate a sense of gratitude, which flows into a cycle with trust. This choice leads to fulfilled feelings from enacting their values, rich collaboration, and success with integrating work into a balanced life. These findings suggest that prospective and current special education leaders can benefit from engaging in a spiritual perspective toward work.

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Special Education Litigation Update: Implications for School Administrators

Cited by 12 publications

References 5 publications

The Role of Special Education Training in the Development of Socially Just Leaders

The Role of Special Education Training in the Development of Socially Just Leaders

Alternatives to Suspending African American High School Males

The Manifestation of Spirituality in Special Education Leaders

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