Administrator's Support for Special Education

Administrator's Support for Special Education

Topic: Administrators Support of Special Education

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A Response to "Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts,"

Administrator support of special education teachers: Defining it and measuring it

Administrative intervention: A discipline handbook for effective school administrators.

Burnout among Special Education Teachers and Perceptions of Support.

Special education administrators' perceptions of the social supports that ameliorate the stress inherent in their professional role

Supporting experienced and beginning teachers of students with disabilities. In: Program Leadership for Serving Students with Disabilities.

Purpose

The major aim of this study is concerned with the development of an empirically validated model for the administrative support for teachers in order to provide special education to students. The focal point of the study which is administrative support is completely justified in relation to extensive body or research, which demonstrates the impact of administrator support on the topic of retention of teachers (Michel L. Miller, 2002)

In the next article the purpose of the study was to investigate the administrators working in the field of special educational, and their perceptions regarding social supports, which ameliorated the quotient of stress inherent with their professional role (Deborah S. Wheeler, 2004).

Data gathering

The date for the research was gathered using a large sample of extensive locality level special educational administrators inside many states located inside the north-eastern part of United States of America. The participants (N = 298) were involved in the study, the participants were asked to respond to an e-mail survey consisting of eighty four items which reflects both present and previous researches conducted on this topic. The article provides expert judgement concerning the ways in which the administrators could provide support to the teachers responsible for providing special education. Half the gathered samples rated each of the items in terms of its importance. The extensive numbers of items were reduced through retaining certain items with factors leading greater than o.5 and by retaining a maximum of seven items per factor.

In the next research two phases were used in the research in the first phase quantative study was carried out which consisted of the administration of mailed research, consisting of questionnaire asked to the volunteers, In the second phase interviews were conducted with the volunteers.

Conclusion A learning community should value all individuals involved, recognizing them as active contributors to their dynamic and as valuable resources for its operation. For this reason, the greatest challenge the school administrator in a learning community have, is to build an inclusive environment. Inclusion is a way to provide additional options for students to learn, and belong to a community. The school must align and develop curriculum and educational opportunities necessary to direct all children to achieve the objectives of the school and the education system.

Purpose

The major purpose of this article is to identify the importance of administrative support, which is a critical factor for the self esteem and success of teachers providing educations to special ...