By Albert Lee Snow
Here's an summary of the way to start as a central that gives useful innovations for facing universal institution difficulties. Snow additionally presents extra techniques for engaged on difficulties coated within the first ebook, useful recommendation for Principals, akin to educational development and faculty safeguard.
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However, some re searchers do not agree. Lerner (1997) noted that the nationwide prevalence of general education placements for students with learning disabilities—the largest group of stu dents with mild disabilities—increased 95 percent in the five-year span from 1987–1988 to 1992–1993. , 1995). Paradoxically, it appears that inclusion reforms are being implemented with increasing frequency despite findings that have not generally documented desired or appropriate outcomes. Kaufman, Gerber, and Semmel (1988) recommended caution regarding inclusion due to, among other reasons, lack of support among those charged with its imple mentation.
4. Find out what your district and school are doing to include special education students in the regular classroom. Once you have done that, see what you can do to facilitate the process. 5. Find out where you stand on testing special-needs students. Who has to be tested? What accommodations can be made? How are these stu dents being prepared? 53 6 DISCIPLINE AND SCHOOL SAFETY T he day started much like any other day at my high school on Septem ber 11, 2001, but by the time the day was over, the world had changed forever.
2002). 48 5 WORKING WITH SPECIAL-NEEDS STUDENTS O ne aspect of being a principal is that you are totally responsible for your school (Snow, 2003). A corollary of that premise is that you are totally responsible for all of the students in your school. In chapter 4 we talked about working with different ethnic and cultural groups. In this chapter, we will discuss working with special education students. “Successfully dealing with special education students has long been a challenge for principals, who must balance the requirements of special needs students, teachers, and par ents with the interests of the rest of the members of the school community” (Conrad and Whitaker, 1997).
