Transition to inclusion in middle school: The role of the leader

Leaders, administrators, special educators, and general educators now share the responsibility for accommodating the learning needs of all learners to the maximum extent possible. As the middle school transitions toward inclusion, the general education teachers, the special education teachers, the a...

Full description

Saved in:
Bibliographic Details
Main Author Debnam, Tanya R
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2008
Subjects
Classrooms
Data Analysis
Definitions
Educational administration
Educational Change
Educational Environment
Educational leadership
Educational Needs
Educational Quality
Elementary School Teachers
Federal Programs
Individualized Education Programs
Individualized Instruction
Language Acquisition
Literature Reviews
Mainstreaming
Middle schools
Outcomes of Education
Physical Education
Related Services (Special Education)
School administration
Secondary education
Special education
Special Education Teachers
Special Needs Students
Student Development
Students with Disabilities
Teaching Methods
Online AccessGet full text

Cover

More Information
Summary:Leaders, administrators, special educators, and general educators now share the responsibility for accommodating the learning needs of all learners to the maximum extent possible. As the middle school transitions toward inclusion, the general education teachers, the special education teachers, the administrators, and other stakeholders, are being placed in new and challenging roles. The implementation of inclusion is an educational requirement that was mandated in 1975 with the introduction of the Education of the Handicapped Act. Moreover, during the transition of a middle school, successful implementation of inclusion requires that educators and administrators from multiple disciplines receive coordinated training. Indeed, implementing inclusion has become a challenge for the administrator seeking to provide cohesive leadership for staff still mentally challenged and organizationally compartmentalized in teachers of regular/special education students.
ISBN:0549682457
9780549682455