What's My Role? Principals, Discipline, and Special Education
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| Title: | What's My Role? Principals, Discipline, and Special Education |
|---|---|
| Language: | English |
| Authors: | Reva Mathieu-Sher (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2025 28(3):78-91. |
| 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: | 14 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Administrator Role, Principals, Discipline, Special Education, Student Needs, Student Placement, Rural Schools, Management Development, Students with Disabilities, Educational Legislation, School Districts, Behavior Modification, Functional Behavioral Assessment, Multi Tiered Systems of Support |
| DOI: | 10.1177/15554589251317832 |
| ISSN: | 1555-4589 |
| Abstract: | A small rural district in the eastern United States is experiencing challenges related to meeting the diverse behavioral needs of its special education students. After out-of-district placement options were limited due to the aftereffects of COVID-19, school leaders worked together to create a specialized program within their own district to meet the needs of some of their students requiring out-of-district placements. Although the local principal has a great deal of overall leadership experience, he finds himself ill-prepared to address situations involving discipline for students receiving special education services. The following case presents a principal thrust into a complex and unexpected situation that requires careful consideration of special education law, faculty support, and the rights of students with disabilities in the area of school discipline. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477968 |
| Database: | ERIC |
| Abstract: | A small rural district in the eastern United States is experiencing challenges related to meeting the diverse behavioral needs of its special education students. After out-of-district placement options were limited due to the aftereffects of COVID-19, school leaders worked together to create a specialized program within their own district to meet the needs of some of their students requiring out-of-district placements. Although the local principal has a great deal of overall leadership experience, he finds himself ill-prepared to address situations involving discipline for students receiving special education services. The following case presents a principal thrust into a complex and unexpected situation that requires careful consideration of special education law, faculty support, and the rights of students with disabilities in the area of school discipline. |
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| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589251317832 |
