This case study is intended for use in an educational leadership class to facilitate conversation on providing effective instructional practices to students on the autism spectrum. In particular, this case study demonstrates how a school district incorporated a research-based model into their system to provide support to teachers of students with autism spectrum disorders. The case provides opportunity to discuss challenges faced by leadership in special education and to analyze the interactions between and within various organizations through various theoretical lenses (i.e., knowledge-based theory, open systems theory).
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