School Leader's Guide to Special Education, The. Margaret J. McLaughlin

Section 504 of the Rehabilitation Act and the Americans With Disabilities Act

       Section 504

       Americans With Disabilities Act

       2 Determining Who Is Eligible for Special Education

       Identification and Evaluation of Students

       What Is Child Find?

       Must Parents Consent to Evaluation?

       Who Is Involved in Conducting an Evaluation?

       The Components of an Evaluation

       Reevaluation or Triennial Assessments

       Response to Intervention

       What Is Response to Intervention?

       Types of RTI Models

       RTI and Specific Learning Disabilities

       Implementing RTI in the School

       3 Developing and Implementing an Individualized Education Program

       What Must an IEP Include?

       General Requirements

       Setting

       Supplementary Aids and Services

       Developing IEP Goals

       Standards-Based Goals

       Who Is Required to Be Part of the IEP Team?

       Parent Participation in the IEP Process

       The Role of the Principal in the IEP Process

       Implementing the IEP

       4 Assessing and Teaching Students With Disabilities

       Accommodations and Modifications

       Assessments

       Creating Effective and Inclusive Special Education

       Inclusive Education

       Effective Instruction and Practices

       Collaborative or Co-Teaching

       Providing Options for More Individualized Instruction

       Effective Classroom Strategies

       Teacher Professional Development

       5 Discipline and Positive Behavior Interventions and Supports

       IDEA Discipline Procedures

       Reporting to Law Enforcement Agents or Juvenile Authorities

       Zero-Tolerance Policies

       Functional Behavioral Assessments

       Behavior Intervention Plans

       Promoting Positive Behavior: Heading Off Problem Behaviors

       6 Encouraging Parental Involvement

       Communications With Parents

       Effective Strategies to Promote Communication

       Building Partnerships With Parents

       Conclusion: Final Thoughts for School Leaders

       Appendix A: Online Resources

       Appendix B: Summary of Significant Changes in IDEA 2004

       Glossary

       References and Resources

       Index

       ABOUT THE AUTHORS

      Margaret J. McLaughlin is the Associate Dean for Research and Education and professor in the department of special education at the University of Maryland. She is the author of five books and numerous book chapters and articles on educational reform policy and students with disabilities. Dr. McLaughlin’s research focuses on special education policy, including investigation of the impact of education reform on students with disabilities and special education programs. She also directs the doctoral program in special education policy leadership development as well as a doctoral program focused on the use of large-scale data to conduct policy research. Dr. McLaughlin is an expert not only in domestic special education policy and students with disabilities but also in international education policy. She has consulted in the United States and overseas to help develop programs and policies that would include students with disabilities in general education programs. Before coming to Maryland, she was the executive director of the Joseph P. Kennedy, Jr. Foundation. As a teacher, she taught children with emotional disturbance and learning disabilities.

      Kristin Ruedel earned her doctorate in special education policy from the University of Maryland in 2008. In her dissertation research, she used the Early Childhood Longitudinal Study (ECLS) dataset to examine predictors of disproportionality in special education. Dr. Ruedel currently serves as the project coordinator for the special education doctoral program focused on the use of large-scale datasets at the University of Maryland, works as a consultant for PowerUp WHAT WORKS, and teaches as an adjunct faculty member for Washington State University. In addition to her domestic work, Dr. Ruedel has worked with several countries as an international consultant to improve the educational opportunities for children with disabilities. Dr. Ruedel has experience as an educational consultant, was a research scientist at the American Institutes for Research, and served as a Peace Corps volunteer teaching students with hearing impairments.

      To book Margaret McLaughlin or Kristin Ruedel for professional development, contact [email protected].

       INTRODUCTION

       The Principal’s Role in the Special Education Process

      Principals across the country are faced with many challenges associated with educating students with disabilities. Since the passing of the No Child Left Behind Act in 2001, principals have faced new requirements to include students with disabilities in the same academic standards, assessments, and accountability systems