View in EDS

Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education.

Saved in:
Bibliographic Details
Title: Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education.
Authors: Aylward, Alexandra1 (AUTHOR) aaylward@unr.edu, Owen, Randall1 (AUTHOR), Frydman, David2 (AUTHOR), Greenwald, Ashley1 (AUTHOR), Batz, Ruby1 (AUTHOR)
Source: Journal of Cases in Educational Leadership. Dec2024, Vol. 27 Issue 4, p10-19. 10p.
Subject Terms: *School administrators, *Special education, *School principals, *Educators, Racial inequality
Abstract: In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Cases in Educational Leadership is the property of University Council for Educational Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180966654
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Aylward%2C+Alexandra%22">Aylward, Alexandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> aaylward@unr.edu</i><br /><searchLink fieldCode="AR" term="%22Owen%2C+Randall%22">Owen, Randall</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Frydman%2C+David%22">Frydman, David</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Greenwald%2C+Ashley%22">Greenwald, Ashley</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Batz%2C+Ruby%22">Batz, Ruby</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Cases+in+Educational+Leadership%22">Journal of Cases in Educational Leadership</searchLink>. Dec2024, Vol. 27 Issue 4, p10-19. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Cases in Educational Leadership is the property of University Council for Educational Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180966654
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/15554589241288893
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 10
    Subjects:
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: School principals
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Racial inequality
        Type: general
    Titles:
      – TitleFull: Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Aylward, Alexandra
      – PersonEntity:
          Name:
            NameFull: Owen, Randall
      – PersonEntity:
          Name:
            NameFull: Frydman, David
      – PersonEntity:
          Name:
            NameFull: Greenwald, Ashley
      – PersonEntity:
          Name:
            NameFull: Batz, Ruby
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 15554589
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Cases in Educational Leadership
              Type: main
ResultId 1