Navigating the Complexities of School Leadership for Students with Disabilities
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| Title: | Navigating the Complexities of School Leadership for Students with Disabilities |
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| Language: | English |
| Authors: | Kristabel Stark (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2024 27(4):122-133. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | School Administration, Students with Disabilities, Difficulty Level, Elementary Schools, Federal Legislation, Educational Legislation, Equal Education, Principals, Administrator Role, Educational Quality, Delivery Systems, Inclusion, Special Education, General Education, Teacher Responsibility, Teaching Load, Teacher Administrator Relationship, Beginning Principals |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| DOI: | 10.1177/15554589241288896 |
| ISSN: | 1555-4589 |
| Abstract: | This case study delves into the complexities faced by Principal Williams, a newly appointed leader at Hudford Elementary School, as she navigates the challenges of providing high-quality education for students with disabilities in an elementary school. Under the Individuals with Disabilities Education Act (IDEA), each student with a disability is required to have access to the general education curriculum and specially designed instruction (SDI) that is tailored to the student's unique needs. As Principal Williams steps into her role as leader of Hudford Elementary School, she has questions about the current service delivery model for students, the distribution of responsibilities across general and special education, and the extent of inclusion. She is considering her next steps, including how she will address some problematic working conditions experienced by special educators at the school. Through this case, readers gain insights into the complexity of supporting students with disabilities in a time of teacher shortages and learn about identifying the resources teachers need to fulfill their responsibilities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448870 |
| Database: | ERIC |
| Abstract: | This case study delves into the complexities faced by Principal Williams, a newly appointed leader at Hudford Elementary School, as she navigates the challenges of providing high-quality education for students with disabilities in an elementary school. Under the Individuals with Disabilities Education Act (IDEA), each student with a disability is required to have access to the general education curriculum and specially designed instruction (SDI) that is tailored to the student's unique needs. As Principal Williams steps into her role as leader of Hudford Elementary School, she has questions about the current service delivery model for students, the distribution of responsibilities across general and special education, and the extent of inclusion. She is considering her next steps, including how she will address some problematic working conditions experienced by special educators at the school. Through this case, readers gain insights into the complexity of supporting students with disabilities in a time of teacher shortages and learn about identifying the resources teachers need to fulfill their responsibilities. |
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| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589241288896 |
