Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Principals’ Impact on the Implementation of Inclusion

  • Carmelita Thompson, Ph.D. (Author) Louisiana Tech University image/svg+xml
DOI
https://doi.org/10.64546/jaasep.269
Abstract
The principal is the key element in shaping and sustaining educational programs that provide children with disabilities the opportunity to be educated in the general education setting. Federal mandates require compliance in educational services for children with disabilities. This has changed the role of principals in education. As schools strive to meet the challenge of implementing the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB) requirements, the principals’ role is essential for the success of these programs. Principals must personally lead the implementation of the inclusion process. Principals must be effective leaders in regard to curriculum, resources, staffing, professional development, and instructional practices. They must be knowledgeable about special education history, laws and policies, and services pertaining to special education. The purpose of the article is to emphasize the importance of the principals’ special education understanding, knowledge, and attitude toward successfully implementing inclusion schools.
Keywords
Accountability, Curriculum Implementation, Disabilities, Educational Legislation, Educational Quality, Equal Education
References

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There are 14 references in total.
How to Cite
Thompson, C. (2015). The Principals’ Impact on the Implementation of Inclusion. Journal of the American Academy of Special Education Professionals, 10(1), 136-141. https://doi.org/10.64546/jaasep.269

Winter 2015

Article Information

  • Article Type Articles
  • Submitted January 3, 2015
  • Published February 15, 2015
  • Issue Winter 2015
  • Section Articles
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