Annotated Bibliography: Transformational Leadership In Special Education

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

“The IEP, Individualized Education Program, is a document that is developed for each public school child who is eligible for special education” The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. When developing an IEP the team will consider how their students specific disability affects their learning and come up with goals and objectives that will accommodate those needs and place the student in the least restrictive environment to achieve the goals and

In this case the IEP is the best tool to communicate the needs of the student. This is the first step I and the special service personnel take in communication and collaboration with each other. I follow the goals and strategies that are presented in the IEP in order to meet my students’ needs. At the same time, these information helps me design lessons based on their learning disability and best reach each student. Another important part in this collaboration is to keep the case carrier inform about the student’s development, and for this part I use report forms that I email to the case carrier. Also if there is an issue with the student I right away inform his/her case carrier and counselor, and they always help me resolve the problem. For

The leadership of the special education director is an essential role in the educational realm. Two of

Although knowledge provided by textbooks is essential, being able to receive advice from someone whose daily life is spent teaching and interacting with students with exceptionalities is also very valuable. When I asked for advice that would be helpful for new teachers who will work with students with special needs, I received a plethora of suggestions. Ms. Moos said that a new teacher needs to have high expectations for all students, including those with exceptionalities. She also said that it is important to keep in contact with special education teachers and the students’ parents. The one piece of advice that stood out to me was to no believe everything within an IEP. Ms. Moos said this with caution. She noted that the information provided within an IEP is important and useful, but if not read with proper thoughtfulness one may understand the student differently than they may be. To combat such a situation, Ms. Moos, first, recommended that we get to know the student first before we judge them based on their IEP. She also suggested that the circumstances in which the parts of the IEP were based on may be different than circumstances a student could currently be in. This piece of advice, along with tips, gave me a new perspective on approaching an IEP.

These families may have moved to the United States from a foreign country and are unfamiliar with the education system or some may hold different values about education. Many families from different countries are not aware of the special education process and enter an IEP meeting expecting the usual parent-teacher conference and instead are overwhelmed by the large amount of professionals in one room. These parents could greatly benefit from receiving background information or watching a video explaining the process before attending their first IEP meeting (Lo, 2012).

Starratt’s work resonates with any educational change initiative, but this book has added dimension and depth to my work. Every day I attempt to orchestrate organizational change in dysfunctional special education departments that serve special needs individuals. First, Starratt (2004) makes it clear that an overarching goal of an effective and ethical educational leader is not only to identify the critical areas of concern, but to initiate the change needed to uphold and enhance the “common good.” In my current career, that applies to special education systems requiring reform where unwilling administrators do not reorganize priorities for that to happen. While the definition of the phrase, “the common good” may be unclear, when it comes to initiating change in special education practices, the indisputable outcome should be the ownership of all special needs students by every staff member.

In the article The overrepresentation of African American students in special education, Fanion (2010) suggests some of Georgia’s public schools are struggling when it comes to the placement of minorities in special education (Fanion, 2010). Fanion (2010) suggests African American students still are placed in special education more than any other students in Georgia Public Schools. Georgia’s data shows African American students are more likely than any other minority group to be placed in special education and labeled with behavior and learning disabilities (Fanion, 2010).

The NH LEND program partners with the University of Maine Center for Community Inclusion and Disability Studies to provide the opportunity for trainees and fellows in the State of Maine to train in leadership roles within an interdisciplinary and culturally diverse professional network. Our work strives to improve the health and quality of life for infants, children, and adolescents who have, or are at risk for developing autism and other neurodevelopmental disabilities. The program is funded by a grant from the Maternal Child Health Bureau (MCHB), Health Resources and Services Administration (HRSA), and U.S. Department of Health and Human Services (DHHS). It is administered by the Association for University Centers on Disability (AUCD).

Although creating Individualized Education Plans is time consuming and complex process, IEPs are helpful tools that help educators define the needs of students with disabilities in order to better meet their academic and social

One primary and essential thing to remember when discussing the student’s learning during any meeting or situation is to keep the focus on the child’s need, not on the expectations of parents or district. When having an IEP meeting or any other meeting I believe as teachers we need to be prepared with results of the child’s development, research, articles and other material that would help us be educated about the child’s disability. Being prepared will also allow the teacher to feel comfortable to discuss new objectives, plans, and to talk in the right terminology. Along with being prepared it’s important to share any information gathered to the other members so we can all understand the needs of the student, which is the primary focus. Something

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

The path to getting out of high school starts with IEP, individualized education program. The special education student’s IEP should begin at age 16 or before, therefore the administration should start setting out goals for graduation options. “IEP focuses attention on how children with disabilities can achieve the same level as non-disabled students.” Although, reaching that level of education is a goal for the student. The IEP should contain viable knowledge of how the student should graduate the IEP report for the student tells information on how well they do on benchmark test and other areas related to which path the student should choose whether that be traditional, career, occupational, or certificate. and what the student’s future holds

Students who receive family support for their academic performance have high goals. Usually, when a student is identified in need of an individualized educational plan (IEP), the school intervenes to help set these instructional goals. Essex (2008) states, “The IEP is tailored specifically to meet the needs of the child with disabilities”. Below is a case study of a student with disabilities inclusion in regular educational classes.

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's