Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education
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| Title: | Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education |
|---|---|
| Language: | English |
| Authors: | Alexandra Aylward (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2024 27(4):10-19. |
| 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: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Early Intervention, Financial Support, Disproportionate Representation, Racial Differences, Special Education, Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities, Principals, Barriers, Elementary Schools, Learning Activities, Discussion (Teaching Technique), Academic Achievement, Behavior Problems, Student Behavior |
| Geographic Terms: | Nevada |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act Part B |
| DOI: | 10.1177/15554589241288893 |
| ISSN: | 1555-4589 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448868 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589241288893 |
