ERIC ED455624: A Principal's Guide to Special Education.

144 Pages·2001·1.6 MB·English

by  ERIC

DOCUMENT RESUME
EC 308 495
ED 455 624
AUTHOR
Bateman, David; Bateman, C. Fred
A Principal's Guide to Special Education.
TITLE
INSTITUTION Council for Exceptional Children, Arlington, VA.
ISBN-0-86586-374-1
ISBN
2001-00-00
PUB DATE
NOTE
144p.
AVAILABLE FROM
Council for Exceptional Children, 1110 North Glebe Rd.,
Arlington, VA 22201-5704 (members, $39.95; non-members,
Tel: [phone] (Toll Free); e-mail:
$49.95) .
[email protected]; Web site: http://www.cec.sped.org.
Guides - Non-Classroom (055)
PUB TYPE
MF01/PC06 Plus Postage.
EDRS PRICE
*Academic Accommodations (Disabilities); *Disabilities;
DESCRIPTORS
*Discipline Policy; Educational Legislation; Elementary
Secondary Education; *Federal Legislation; *Inclusive
Schools; *Principals; School Administration; Special
Education Teachers; Student Placement; Teacher Evaluation;
Teacher Selection
ABSTRACT
This book discusses special education for students with
disabilities and the role of the principal in meeting the needs of students
with disabilities. An introductory chapter lists strategies to assist
principals in improving the working conditions of special education teachers,
how a principal can be the chief advocate for the special education program,
and how principals can enhance the inclusion of students with disabilities in
general education classrooms. It also discusses how principals can improve
the use of a building and make it accessible to all students and how
principals can encourage the inclusion of students with disabilities in
extracurricular activities. Following chapters address:
(1) federal laws
affecting special education, including the Individuals with Disabilities
(2) the Individualized Education Program and the
Education Act (IDEA);
(3) discipline of students with disabilities and
principal's role;
(4) evaluation of students with disabilities;
requirements under IDEA;
(5)
the history of inclusion, federal regulations governing inclusion, and the
continuum of alternative placements; (6) classroom accommodations for
elementary students with disabilities; (7) classroom accommodations for
secondary students with disabilities;
(8) due process in special education;
and (9) selecting and evaluating special education staff. An appendix lists
additional resources for each chapter.
(CR)
Council for
Exceptional
Children
U S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
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Improvement
DISSEMINATE THIS MATERIAL HAS
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DiThis document
has been reproduced as
received from the person or organization
originating it.
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TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
14111111
Allan
VIPMI
TO SPECIAL EDUCATION
DAVID BATEMAN & C. FRED BATEMAN
AVAILABLE
EST COPY
Council for
Exceptional
Children
Asi.
111
I
111M
TO SPECIAL EDUCATION
DAVID BATEMAN it C. FRED BATEMAN
3
Library of Congress Cataloging-in-Publication Data
Bateman, David (David F.)
A principal's guide to special education / David Bateman & C. Fred Bateman.
p. cm.
Includes bibliographical references (p. ) and index.
ISBN 0-86586-374-1
I. Handicapped childrenEducationUnited StatesHandbooks, manuals, etc. 2.
Handicapped childrenEducationUnited StatesLaw and legislationHandbooks,
manuals, etc. 3. School principalsUnited StatesHandbooks, manuals, etc. I. Bateman,
C. Fred. II. Title.
LC4019.B34 2001
371.90973dc21
2001028439
ISBN 0-86586-374-1
Copyright 2001 by Council for Exceptional Children, 1110 North Glebe Road, Suite 300,
Arlington, Virginia 22201-5704
Stock No. P5356
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical, photocopy-
ing, recording, or otherwise, without prior written permission of the copyright owner.
Printed in the United States of America
4
10
5 3 2
9 8 7 6
1
4
This book is dedicated to the memory of Dorothy M. Faulhaber.
Although she had what might be called a severe disability, she was one
of the most able people we have ever known. The way she livedded-
icating all her energies toward making life better for others, while not
ever seeking sympathy for herselfinspired us, and each person she
touched, beyond measure.
Contents
CHAPTER ONE
1
Introduction
6
CHAPTER TWO
Special Education Law
17
CHAPTER THREE
What Is an IEP, and What Is the
the Principal's Role?
35
CHAPTER FOUR
What Does a Principal Need to
Know About Discipline of
Students with Disabilities?
by Kevin Koury
54
CHAPTER FIVE
What Does a Principal Need to
Know About the Evaluation of
Students with Disablilities?
73
CHAPTER SIX
What Does Inclusion Mean, and
What Does a Principal Need to
Know About It?
82
CHAPTER SEVEN
Classroom Accommodations:
One Elementary School
Principal's Experiences
by Alan Vaughan
v
C
vi
A PRINCIPAL'S GUIDE TO SPECIAL EDUCATION
95
CHAPTER EIGHT
What Does a Secondary School
Principal Need to Know About
Adaptations?
by Jan Andrejco
103
CHAPTER NINE
What Does a Principal Need to
Know About Due Process?
114
CHAPTER TEN
How to Select and Evaluate
Special Education Staff
by Ron Miros
128
APPENDIX
133
INDEX
135
ABOUT THE AUTHORS
7
CHAPTER ONE
Introduction
Each year, hundreds of principals assume their jobs for the first time. They
meet the challenges with a broad formal education and years of experience.
They are prepared to tackle any problem related to teaching and learning,
personnel selection and evaluation, financial management, community relations,
and legal matters. With the support of the superintendent, they are confident that
they are ready to deal with almost anything that might come along.
Soon after the first bell rings, however, many principals face one area of
responsibility in their new position in which they feel less confident. They are
suddenly thrust into situations in which they must be the final arbiter on mat-
ters related to strange-sounding issues such as IEPs, 504 decisions, due process
hearings, and IDEA compliance.
These responsibilities are very time consuming. Moreover, there are few
places to turn for help in making such new decisions, because everyone
assumes the principal has expertise in these matters. Unfortunately, most new
principals come to their positions less prepared than they would like to be in
special education matters.
Background
Significant changes have occurred over the past decade in the provision of
services to students with disabilities. Federal mandates continue to define
requirements for free, appropriate public education in the least restrictive envi-
ronment. The present climate of school restructuring is placing new leadership
demands on all administrators, especially principals. In addition, the move to
educate students with disabilities in more inclusive settings necessitates
shared responsibility and school-wide collaboration among supervisors, prin-
cipals, general and special education teachers, and related service personnel.
To be effective, today's leaders must be knowledgeable about programs for
students with disabilities and must provide appropriate support to teachers.
The Council for Exceptional Children (CEC) realizes the great pressure that
many principals feel as they work with students in special education and their
teachers. There is, however, a nationwide problem in the retention and recruit-
ment of special education teachers. Realizing this, the National Clearinghouse
on the Professions in Special Education (NCPSE), located at CEC, developed
strategies to assist principals in improving the working conditions of special
education teachers. These can be found in the publication Retention of Special
Education Professionals: A Practical Guide of Strategies and Activities for Educators
and Administrators (NCPSE, 1998). Following are some of those strategies:
1
8
A PRINCIPAL'S GUIDE TO SPECIAL EDUCATION
2
Present the attitude "I want you to be here. You are important."
Be supportive of teacher decisions.
Provide opportunities for special and general educators to collaborate
through teams and cooperative teaching opportunities.
Ensure that there are mentoring programs in place throughout an edu-
cator's professional development.
Reward teachers with appropriate mechanisms.
Treat all educators equitably.
Be an advocate in your system to ensure that all education profession-
als have access to materials.
Ensure that your paraprofessionals and instructional aides are quali-
fied and are consistently evaluated.
Provide time for teachers to plan.
Provide teachers with opportunities for professional development and
opportunities to work on school-wide committees.
Evaluate your staff consistently to ensure that the job demands of a
particular position are consistent with the knowledge, interests, and
skills, of the employee in the position.
Ensure that the work environment is pleasant by providing personnel
with time-out space such as a teacher's lounge and ample parking.
Provide educators with resources, including libraries and other infor-
mational materials.
Provide staff with information and resources regarding the how-to's of
school administrative policies.
Establish yourself with a local university-based personnel preparation
program in your area.
From greeting the students as they arrive each morning to attending and
participating in the development of the individualized education program
(IEP) for a particular student, the principal sets the tone for education in the
school and community. Effective special education practices are a process that
may take several years to evolve, but it will be a rewarding process for all
involved.
How Can a Principal Be the Chief Advocate for the
Special Education Program?
Begin by sharing your ideals for serving all of the students in your
school and community.
Develop a school mission, a vision, and belief statements with your staff.
Provide resources to your staff, including books, consultants, articles,
speakers, and the like.
Include a representative group of parents and teachers in developing
an action plan for success.
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A PRINCIPAL'S GUIDE TO SPECIAL EDUCATION
3
Investigate teacher training and staff development opportunities that
focus on improving skills. Workshops on collaboration, cooperative
learning, teaming, assessment, adaptations, strategy instruction, and
content enhancement would be beneficial.
Organize school-wide activities that celebrate acceptance, belonging,
and diversity.
Work hard to develop workable schedules for the staff, allowing for
collaborative planning time daily.
Try to be involved with students who have disabilities and with their
families as early in the process as possible by attending child study
team meetings.
Plan to observe each student in the classroom before the child study
team meeting so that you have some first-hand knowledge of the
child.
Listen to the student's family and make sure that the IEP reflects the
family's priorities and goals.
Never say "never," never say "always," and never say "We don't do
that here."
Ensure that the IEP promotes inclusion and focuses on the needs of
the child.
Keep the tasks and goals as age appropriate as possible.
Continually ask whether the student's skills can be enhanced and sup-
ported in a regular education setting.
Ensure that all of the teachers and support staff know their roles and
the expectations set forth in the IEP.
Do not be fearful of trying inclusive activities for the child. You are in
a stronger position if you have tried to meet the needs of the family
and child by documenting that you have tried to implement a program
in an inclusive setting.
How Important Are Scheduling and Planning for a
Special Education Program?
As with any other evolutionary process, a strong foundation must be estab-
lished for special education. It is particularly important in the beginning years
to place students with disabilities in classrooms with teachers who are positive,
flexible, enthusiastic about trying, and caring. The principal can enhance the
inclusion process by
Providing appropriate supports to all of the staff and teachers
involved with the student.
Providing as much common planning time as possible for regular and
special education teachers to help promote collaboration, coteaching,
and teaming.
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