Your guide to excelling in the complex role of a special education administrator
The job of the administrator of special education is arguably one of the most difficult in a school district—and that complexity can be overwhelming. It requires an aspect of every administrative job in the district, including budgets, human resources, student advocacy, and curriculum and assessment.
Written by two veteran special education administrators with more than 100 years of combined experience, this book shows current and aspiring special education administrators how to excel in the many demanding areas of their position, allowing them to be effective administrators and educational leaders. Among the many topics included in the book are
- The importance of visibility in the form of face-to-face interactions to assist staff, students, and building principals
- The importance of parents in the process
- The significance of confidentiality, due process, program development, and working with advocates
- Insight into decision-making and relationship-building
A critical tool in any special education administrator′s box, as well as building administrators, central office administrators and school committee members, this book provides practical and friendly advice for a difficult but critical job.
Tabella dei contenuti
Praise Pages
Dedication
Foreword
Preface
About the Authors
Introduction
Part I: Foundational Elements
Chapter 1. Legal Foundation for Providing a Free and Appropriate Education to Students With Disabilities
Chapter 2. Defining Your Beliefs
Chapter 3. Your Role as Administrator of Special Education
Chapter 4. Confidentiality
Chapter 5. Section 504 of the Rehabilitation Act of 1973
Part II: Program and Service Delivery Considerations
Chapter 6. Procedural Manual
Chapter 7. Process, Procedures, Practices: Referral, Evaluation, and Determination of Eligibility for Specialized Instruction
Chapter 8. Inclusion
Chapter 9. Programs and Services: Options and Choices
Chapter 10. Professional Development
Chapter 11. Discipline and Students With Special Needs
Chapter 12. Age of Majority and Transition to Adult Services
Chapter 13. Documentation
Part III: Working With and Managing Related Stakeholders
Chapter 14. Parents
Chapter 15. Central Office Administrators
Chapter 16. Building Administrators
Chapter 17. Role of Various Special Education Personnel
Chapter 18. Supervision and Evaluation of Department Staff
Chapter 19. Budget Development
Part IV: Extraordinary Concerns
Chapter 20 Dealing With Difficult Cases
Chapter 21. Advocates
Chapter 22. Due Process, Appeal Hearings, and Mediation
Part V: Additional Thought
Conclusion
Appendices
Acknowledgments
References
Circa l’autore
James B. Earley, Ed D, is an independent special education consultant, contracted for the LABBB Collaborative, the SEEM Collaborative, the Northshore Education Consortium, and Seaside Educational Consultants. He has 52 years of public education experience as a teacher, teaching assistant principal, and Massachusetts Department of Education supervisor and acting regional special education director; nearly 30 years as administrator of special education and interim superintendent of schools for the Watertown Public Schools; and 12 years as managing director of Walker Partnerships prior to assuming his current consulting activities. Dr. Earley has been a senior lecturer at Lesley University and Wheelock College, an adjunct professor at the University of Massachusetts Boston, and a student teacher supervisor for Salem State University. Dr. Earley has consulted for numerous educational organizations, has participated in a variety of special education task forces and committees, and was a member of the Executive Board of the Massachusetts Administrators for Special Education for 24 years. He has conducted over 125 independent program reviews and evaluations for public schools, private special education schools, and charter schools. He has conducted numerous professional development trainings for school districts within Massachusetts and several other states. He has been recognized for his contributions to the field of special education and received several awards, culminating with being named the 2003 Outstanding Administrator of Special Education by the Council of Administrators of Special Education. He received his bachelor’s in education and his master’s in education, social rehabilitation administration, from Northeastern University in Boston; his Certificate of Advanced Graduate Study (CAGS) in organizational and administrative theory at Boston University; and his doctorate in education, with an emphasis on educational leadership, from the University of Massachusetts Amherst.
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