Navigating the Complexities of School Leadership for Students With Disabilities

Abstract

This case study delves into the complexities faced by Principal Williams, a newly appointed leader at Hudford Elementary School, as she navigates the challenges of providing high-quality education for students with disabilities in an elementary school. Under the Individuals with Disabilities Education Act (IDEA), each student with a disability is required to have access to the general education curriculum and specially designed instruction (SDI) that is tailored to the student’s unique needs. As Principal Williams steps into her role as leader of Hudford Elementary School, she has questions about the current service delivery model for students, the distribution of responsibilities across general and special education, and the extent of inclusion. She is considering her next steps, including how she will address some problematic working conditions experienced by special educators at the school. Through this case, readers gain insights into the complexity of supporting students with disabilities in a time of teacher shortages and learn about identifying the resources teachers need to fulfill their responsibilities.

Keywords

special education students with disabilities working conditions

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