Special education, leadership, women administrator, Disabilities Education Act, Rehabilitation Act, inclusion, political pressure, policy making, leader, special education administration, fair treatment, individual's school journey, Shared leadership, member-based management, reflective managers, collaborative-relational approach
A woman administrator in a special education leadership role is involved in very complex work, which requires imaginative flexibility involving both advocacy and politics. Weir et al. (2023) argue that the process of women's leadership is extremely complex as women leaders firstly undertake the roles of educative-advocate and then political-balance. Under this office, those administrators are on oath and are the students' special education rights advocates, who fight ferociously for their rights to the best education possible. They struggle to pass through the government's maddening red tapes and policies in an effort to repel the learning disparities even more (Hughes et al., 2020).
[...] K., Shah, M. S. A., & Naim, A. M. (2021). Special Education Leadership: Teachers As Leaders. Turkish Online Journal of Qualitative Inquiry, 12(3). Bastable, E., Falcon, S. F., Nese, R., Meng, P., & McIntosh, K. (2021). Enhancing School-wide Positive Behavioral Interventions and Supports Tier 1 core practices to improve disciplinary equity. Preventing School Failure, 65(4), 283-290. [...]
[...] Nagro, S. A., Hooks, S. D., & Fraser, D. W. (2019). Over a decade of practice: Are educators correctly using tertiary interventions? Preventing School Failure, 63(1), 52-61. https://doi.org/10.1080/1045988X.2018.1491021 Nevison, J. M., & Chichakly, K. (2017). EFFECTIVE CORRECTIVE ACTION: The initial/envelope model for MANAGING PROJECTS. Journal of Modern Project Management, 6-11. [...]
[...] Besides other important purposes, special education administrators are obliged to ensure that the needs of learners with special needs are identified. This advocacy involves numerous things, including developing required resources that are appropriate for the student subgroup with disability among others (Bastable et al., 2011). On the other hand, to ensure that this category of students is assisted, administrative leaders of special education are usually expected to have intimate knowledge about and comply with all policies, statutes, and regulations (Hughes et al., 2020). [...]
[...] https://doi.org/10.1080/1045988X.2021.1937020 Ennis, R. P., Schwab, J. R., & Jolivette, K. (2012). Using Precorrection as a Secondary-Tier Intervention for Reducing Problem Behaviors in Instructional and Noninstructional Settings. Beyond Behavior, 40-47. Hughes, T., Bechtler, M., Cruz-Szabo, G., Hafner, L., Ortiz, L., Piel, K., Quiroz, S., & Robbins, T. (2020). Could Proactive Local Policy Improve Principals' Building-Level Leadership of Special Education Services? EJEP: E-Journal of Education Policy, 21(2) Madzharova, M. [...]
[...] https://doi.org/10.1177/00332941221125773 Ramu, K. (2017). Maryland's Role in Bridging Language Disparities: Accommodating New Waves of ELL Students. University of Maryland Law Journal of Race, Religion, Gender and Class, 17(2), 394-414. Sayeski, K. L., & Brown, M. R. (2011). Developing a Classroom Management Plan Using a Tiered Approach. Teaching Exceptional Children, 44(1), 8-17. https://doi.org/10.1177/004005991104400102 Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). [...]
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