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Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools
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Soares, Denise A.; Harrison, Judith R; Melloy, Kristine; Baran, Alyssa; Mohlmann, Morgan – NASSP Bulletin, 2022
School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations…
Descriptors: Emotional Disturbances, Behavior Disorders, Students with Disabilities, Inclusion
Principals' Decisions: Implementing Response to Intervention
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Printy, Susan M.; Williams, Sean M. – Educational Policy, 2015
The reauthorization of the Individuals With Disabilities Education Act (IDEA) of 2004 spurred sweeping changes for how special education students are identified in the United States. IDEA 2004 encourages schools to use Response to Intervention (RTI) as a new method for identifying special education students. As schools implement RTI, the principal…
Descriptors: Principals, Administrator Attitudes, Response to Intervention, Educational Improvement
Guiding IEP Teams on Meeting the Least Restrictive Environment Mandate
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Marx, Teri A.; Hart, Jennifer L.; Nelson, Leslie; Love, Jessica; Baxter, Christine M.; Gartin, Barbara; Schaefer Whitby, Peggy J. – Intervention in School and Clinic, 2014
Two diametrically opposed beliefs are held concerning the meaning of the least restrictive environment (LRE) when determining the class placements of students with disabilities. One group adheres to the placement philosophy that the LRE is always the general education setting. The other group believes that the LRE is where the students' needs may…
Descriptors: Individualized Education Programs, Guidelines, Beliefs, Student Placement
The Impact of High School Extracurricular Involvement on the Postsecondary Outcomes of Deaf and Hard-of-Hearing Youth
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Schoffstall, Sarah; Cawthon, Stephanie; Dickson, Duncan; Bond, Mark; Ocuto, Oscar; Ge, Jinjin – Journal of Postsecondary Education and Disability, 2016
Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development,…
Descriptors: High School Students, Extracurricular Activities, Student Participation, Postsecondary Education
Family-School Collaboration Services: Beliefs into Action
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Miller, Gloria E.; Arthur-Stanley, Amanda; Lines, Cathy – Communique, 2012
The recently adopted NASP "Model for Comprehensive and Integrated School Psychological Services" consists of 10 domains of practice that describe the competencies of school psychologists to effectively support the positive educational, behavioral, and mental health outcomes of all students. Anastasia Skalski (2010), NASP Director of…
Descriptors: Psychological Services, School Psychologists, Caregivers, Cooperation