Suchergebnisse

Includes index. ; "This publication consists of the Rules of Special Education as promulgated in 1974 and amended in 1977." ; Mode of access: Internet.

The legal system and how it works -- Students with disabilities : history of the law -- Statutory provisions -- The people -- Who is protected -- Identification, evaluation, and eligibility -- Free appropriate public education -- Individualized education program -- Placement and least restrictive environment -- Private school placements, residential placements, and public school choice programs -- Special issues with secondary students -- Procedural safeguards -- Discipline -- Americans with Disabilities Act and section 504 of the Rehabilitation Act -- Remedies -- Special education misconduct -- The status and future of special education law.

Examines role of the federal government, mandatory collaboration needed to identify a handicapped child's needs and develop a program, creating individual programs to meet each child's unique needs, and opportunities for parental involvement; US, focusing on North Carolina. Also published in School Law Bulletin, Summer 1994.

Purpose: This study focuses on the exploration of leadership styles adopted by principals of special schools. The study also examines the degree of teachers' job satisfaction. In addition, the study aims to explore the possible relationship between the leadership style adopted by school principals and the level of teachers' job satisfaction.
Methods: Towards this scientific purpose a qualitative research was administered, among 69 teachers who work in 5 special schools in Northern Greece. For the purpose of this study, questionnaires consisting of closed-ended questions were used.
Results: The results of this study demonstrate that teachers who work in special schools favor to work with a principal who adopts the transformational leadership style, who maximizes the teachers' sense of autonomy and constitutes a source of inspiration. In addition, this study demonstrate that when the school principal adopts the transformational leadership model as well as the democratic leadership style, then teachers' job satisfaction is enhanced.
Implications: Findings indicated that transformational leadership is the basis upon significant educational and organization issues should be addressed. Future research could also include school principals' responses so that it is possible to compare the responses of these two different groups -both principals and teachers- and study possible differences.