The Principal's Blue Book on Special Education. Part II: Principal Instructional Leadership and Supervisory Practices in Special Education Programs.
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| Title: | The Principal's Blue Book on Special Education. Part II: Principal Instructional Leadership and Supervisory Practices in Special Education Programs. |
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| Language: | English |
| Authors: | Burrello, Leonard C., Indiana Univ., Bloomington. Dept. of Special Education., Council of Administrators of Special Education, Inc. |
| Availability: | CASE Research Committee, Indiana University, School of Education, Smith Research Center-100A, 2805 East 10th St., Bloomington, IN 47405 (Order No. PIL-2, $15). |
| Peer Reviewed: | N |
| Page Count: | 70 |
| Publication Date: | 1988 |
| Intended Audience: | Administrators; Practitioners |
| Document Type: | Guides - Non-Classroom Collected Works - General |
| Descriptors: | Administrator Role, Communication Disorders, Disabilities, Elementary Secondary Education, Emotional Disturbances, Hearing Impairments, Instructional Leadership, Learning Disabilities, Physical Disabilities, Principals, School Supervision, Severe Disabilities, Special Education, Visual Impairments |
| Laws, Policies and Program Identifiers: | Education for All Handicapped Children Act |
| Abstract: | This guide is designed to assist principals in the supervision of special education programs in their schools. The first of seven papers, by Ann Schnepf and Linda DeClue, offers a general overview of supervisory practices pertaining to special education. Subsequent papers review specific categories of students with disabilities and the supervision of special education programs for those students. They include: "Learning Disabilities" (George Van Horn and Linda DeClue); "Emotional Disabilities" (George Van Horn); "Substantial Disabilities" (George Van Horn); "Physical Disabilities" (Ronald DiOrio); "Communication Disabilities" (L. Annette Carter and Elizabeth McCrea); and "Sensory Disabilities" (Ronald DiOrio). Each paper follows generally the same format, outlining program objectives, components of a quality program, definition of the disabling condition, identifying characteristics, best educational practices in relation to that disability; role of regular and special education teachers, what a principal should look for in a classroom for students with that disability, needs for related services and transportation services, and references. An appendix contains an outline of the key provisions of Public Law 94-142 (the Education for All Handicapped Children Act). (JDD) |
| Entry Date: | 1993 |
| Accession Number: | ED358643 |
| Database: | ERIC |
| Abstract: | This guide is designed to assist principals in the supervision of special education programs in their schools. The first of seven papers, by Ann Schnepf and Linda DeClue, offers a general overview of supervisory practices pertaining to special education. Subsequent papers review specific categories of students with disabilities and the supervision of special education programs for those students. They include: "Learning Disabilities" (George Van Horn and Linda DeClue); "Emotional Disabilities" (George Van Horn); "Substantial Disabilities" (George Van Horn); "Physical Disabilities" (Ronald DiOrio); "Communication Disabilities" (L. Annette Carter and Elizabeth McCrea); and "Sensory Disabilities" (Ronald DiOrio). Each paper follows generally the same format, outlining program objectives, components of a quality program, definition of the disabling condition, identifying characteristics, best educational practices in relation to that disability; role of regular and special education teachers, what a principal should look for in a classroom for students with that disability, needs for related services and transportation services, and references. An appendix contains an outline of the key provisions of Public Law 94-142 (the Education for All Handicapped Children Act). (JDD) |
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