The chapter examines school administrator responsibilities to special education students and their families from case scenarios based on conflicts between parents and districts regarding services provided by schools to special education students. From these case studies based on real case law, readers are exposed to situations intended to pose questions as to whether administrators met their responsibility to ensure the rights of the special education students. Principals, superintendents, and special education administrators committed to work together to make their school environment and optimal place for children to learn. An equally important role for school administrators is to create and maintain cultures where faculty understand their advocacy role for all children, but in particular, those children most in need of support. Effective administrators hold themselves and other professionals in their district to high standards related to knowledge of school law, particularly special education school law; communication with parents and other professionals; and collaborations based on the value of what is best for the student. This chapter concludes with a section on ethical leadership or the values underlying administrative actions affecting individualized education program students, their families, and all students who are different whether due to socioeconomic status, cultural differences, or race.
Risen, D.M., Tripses, J. and Risen, A. (2015), "Role of School Leaders in Interdisciplinary Connections in Special Education", Interdisciplinary Connections to Special Education: Important Aspects to Consider (Advances in Special Education, Vol. 30A), Emerald Group Publishing Limited, pp. 95-117. https://doi.org/10.1108/S0270-40132015000030A011Download as .RIS
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