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Structuring learning environments to promote the education of learners with disabilities is an important responsibility that principals and educators share. The physical placement of students with disabilities often seems to be the major concern of parents and educators. Serious discussions about the needs that students have, and the services that can best meet those needs should be the centerpiece of all IEP discussions.
IDEA 2004, the federal special education law, has been revised with an eye to encouraging collaborative teaching. Inclusion in general education classrooms has much to do with how educators respond to individual differences. Maximizing the participation of students with disabilities in general education classrooms requires discussions that center around three topics that are often ignored: grades, diplomas, and transcripts.
The traditional methods used to monitor and report student achievement frequently are not the right methods to use with students with disabilities. There is not one answer for all students. The IEP team has the responsibility to help determine the best way to measure progress. The team will most likely look to the administrator on the team for direction. Do you know what is permissible in Iowa for grading, diplomas and transcripts?
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Goals |
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To view and print pdf files you will need Acrobat Reader.
To view, edit, and print Word files you will need Microsoft Word.
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The principal's role as an instructional leader is critical to the success of all students. Building staff emulate the culture, tone and climate that the principal models. Through their leadership, principals can communicate the belief: |
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- That all students are valuable.
- That all students can learn.
- That all staff are responsible for the learning of all students.
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With the goals of No Child Left Behind driving the work that we do, children with diverse learning needs require special attention and commitment. Quality schools recognize that although children with diverse learning needs present special challenges, their successful performance is integral to the success of the school and district.
The goals for this guide for principals are:
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- To provide basic information on special education practices.
- To provide guidance on how to assess existing practices.
- To provide a means to assess that quality special education services are delivered in your building.
- To provide enough information that you can determine if the building is meeting legal requirements.
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The information provided is generic in nature therefore, contacting your local AEA to determine local procedures is recommended. |
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