Characteristics identified by principals that promote successful intervention with economically disadvantaged special education students /
The purpose of this companion qualitative study was to explore, from the principals' context and perspective, the success their schools have experienced with economically disadvantaged special education students and their perceived roles in that success. The study was conducted with six sites s...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=728887901&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this companion qualitative study was to explore, from the principals' context and perspective, the success their schools have experienced with economically disadvantaged special education students and their perceived roles in that success. The study was conducted with six sites selected based on the Academic Excellence Indicator System and special education statistics. Data were collaboratively collected and analyzed in the tradition of naturalistic research. An extensive review of literature revealed a substantial history of over-representation of poor and racial minority students eligible for special education services. The literature also indicated that many special education programs do not enhance students' academic ability to a level that promotes grade-level functioning or eventual exit from special education. Leadership was documented as a critical component of school success. Surprisingly, there is little research with regard to successful leadership practices with special education students. The data revealed that pressure, support, strategies, and methods were but one element of a larger cultural context that was not specifically articulated, but consistently described. Each of the successful school leaders worked to create a unique democratic culture that resulted in teacher empowerment. Second, the approach to student academic growth and achievement was empowered teachers working toward a creative process within a collective responsibility. The way in which the school success was achieved with economically disadvantaged special education students stemmed from the above findings in a context that was prescriptive, inclusive, and one that builds capacity. Finally, because of the philosophy, strategies, methods, and culture, the schools' concentrated effort moved beyond the local needs and state-mandated assessment to enable students to think, to problem solve, and, thus, to become participatory on a national level. Recommendations for practice with economically disadvantaged special education students include: Commit to prepare all children for success. Understand and embrace diversity. Build an empowered, collaborative, and inclusive culture that values all learning. Enlist, encourage, and support teacher leadership. Share decision-making through democratic processes. These practices have the potential to benefit non-disabled students as well as the students targeted in this study. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xi, 150 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 141-149). |