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

Articles

Individual Education Plans and Teams: Principals’ Roles and Responsibilities

  • Emily N. Rutherford, EdD. (Author) West College of Education at Midwestern State University image/svg+xml
    Emily Rutherford, Ed.D. an assistant professor in the West College of Education at Midwestern State University. Dr. Rutherford serves as the Special Education Program Coordinator as well as the Graduate Coordinator for her college. She has spent over fifteen years working in public schools as a teacher, educational diagnostician, special education administrator, and as a university professor. Dr. Rutherford presents at regional, state, and national conferences on autism, learning disabilities, teaching special education and other related topics.
  • Rachel Brown, PhD (Author) Lafayette High School
    Rachel Brown, PhD is a bilingual public educator with an extensive background in special education, primarily deaf education. Her professional practice has included experience teaching, advocating, facilitating, advising, presenting, authoring and leading in a variety of settings. Rachel is the first female principal in the history of the top-rated Lafayette High School in Louisiana where she is proudest of the diversity and inclusion of all students on the campus.
DOI
https://doi.org/10.64546/jaasep.463
Abstract
The demand of providing adequate services for students with disabilities has evolved over the years requiring districts to provide free and appropriate public education in the least restrictive environment. As districts are held increasingly accountable for meeting these demands, the roles and responsibilities of the school principal has become greater. However, the roles and responsibilities of public school principals in the development of the individualized education plan (IEP) remain unclear. In this study, public school principals were interviewed to determine the role principals play in the IEP process and supports provided by districts to assist principals in being an effective leader in special education on their campuses. Results of the surveys are reported and implications for current practice are discussed.
Keywords
Administrator Effectiveness, Administrator Responsibility, Administrator Role, Civil Rights Legislation, Courses, Desegregation Litigation
References

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Communicator, 38 (2). NAESP. Retrieved from: htps://www.naesp.org/communicator-october-2014/principal-s-role-iep-teams McElhinny, K., & Pellegrin, D. (2014). The principal’s role with IEP teams. Communicator, 38(2).

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Ontario Ministry of Education (2000). Individual education plans: standards for development, program planning, and implementation. Toronto. Paige, M. (2017, December). Building an Effective IEP for Your School. Communicator, (41) 4. NAESP. Retrieved from https://www.naesp.org/communicator-december-2017/building-effective-iep-your-school

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Thousand Oaks, CA: Corwin Press Roberts, M.B., & Guerra, F.R. (2017). Principals’ perceptions of their knowledge in special education. Current Issues in Education, 20(1).

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There are 23 references in total.
How to Cite
Rutherford, E. N., & Brown, R. (2021). Individual Education Plans and Teams: Principals’ Roles and Responsibilities. Journal of the American Academy of Special Education Professionals, 16(2), 169-181. https://doi.org/10.64546/jaasep.463

Spring/Summer 2021

Article Information

  • Article Type Articles
  • Submitted May 7, 2021
  • Published June 15, 2021
  • Issue Spring/Summer 2021
  • Section Articles
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