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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.
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED358643
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  Data: The Principal's Blue Book on Special Education. Part II: Principal Instructional Leadership and Supervisory Practices in Special Education Programs.
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  Data: <searchLink fieldCode="AR" term="%22Burrello%2C+Leonard+C%2E%22">Burrello, Leonard C.</searchLink><br /><searchLink fieldCode="AR" term="%22Indiana+Univ%2E%2C+Bloomington%2E+Dept%2E+of+Special+Education%2E%22">Indiana Univ., Bloomington. Dept. of Special Education.</searchLink><br /><searchLink fieldCode="AR" term="%22Council+of+Administrators+of+Special+Education%2C+Inc%2E%22">Council of Administrators of Special Education, Inc.</searchLink>
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  Label: Availability
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  Data: CASE Research Committee, Indiana University, School of Education, Smith Research Center-100A, 2805 East 10th St., Bloomington, IN 47405 (Order No. PIL-2, $15).
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 70
– Name: DatePubCY
  Label: Publication Date
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  Data: 1988
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Administrators; Practitioners
– Name: TypeDocument
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  Data: Guides - Non-Classroom<br />Collected Works - General
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  Data: <searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Disorders%22">Communication Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Disabilities%22">Physical Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22School+Supervision%22">School Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Severe+Disabilities%22">Severe Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink>
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  Data: 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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  Data: 1993
– Name: AN
  Label: Accession Number
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  Data: ED358643
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 70
    Subjects:
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Communication Disorders
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Emotional Disturbances
        Type: general
      – SubjectFull: Hearing Impairments
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Physical Disabilities
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: School Supervision
        Type: general
      – SubjectFull: Severe Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Education for All Handicapped Children Act
        Type: general
    Titles:
      – TitleFull: The Principal's Blue Book on Special Education. Part II: Principal Instructional Leadership and Supervisory Practices in Special Education Programs.
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          Name:
            NameFull: Indiana Univ., Bloomington. Dept. of Special Education.
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            NameFull: Council of Administrators of Special Education, Inc.
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            NameFull: Burrello, Leonard C.
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          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 1988
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