A Principal’s Dilemma

Oluwole, Joseph O.

doi:10.1177/1555458908329774

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…The efforts that school administrators exhibit to avoid having students complete triennial evaluations may be a demonstration of their skepticism that students with disabilities will be adequately supported in the general education settings in their schools. It is the case that educational leaders sometimes find themselves needing to choose between pursuing a policy of full inclusion or pursuing the best interest of the student [39]. Were the goals of full inclusion and the interests of the student clearly aligned, there would be no issue.…”

Section: Discussionmentioning

confidence: 99%

Triennial Evaluations: Divorcing the Means from the Ends

2021

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Confusion among stakeholders regarding some aspects of the special education process—chiefly the triennial reevaluation—leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will acquiesce and decline the evaluation. Although this may be appropriate for some students, for others it can be a highly questionable and counterproductive decision. We illustrated the ways that avoiding triennial evaluations could hamper the ability of the LEA to adequately foster the student’s independence, monitor the student’s disability condition, and set and reach the student’s Individual Education Plans (IEP) goals. We argued that the major issue in decisions regarding triennial evaluations is centered on determining if a student is still eligible for special education services. This places too much attention on test-based eligibility and too little on educational needs, transition needs, and the instructional program. Triennial reevaluations should pivot from an “eligibility” focus to a “needs” focus, allowing schools and parents to gain a fresh understanding of the individual receiving the services. Failure to do so raises questions about the fidelity of assessment within the structure of special education service provision. Finally, we suggested that the motives underlying the practices for triennial evaluations illustrated here call the pragmatic acceptability of “full inclusion” into question.

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Section: Discussionmentioning

confidence: 99%

Triennial Evaluations: Divorcing the Means from the Ends

2021

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Towards an Understanding of Social Justice in Our Schools: Globalization, Inclusive Leadership and the Transformation of Schooling

White

Cooper

2013

International Handbook of Educational Leadership and Social (In)Justice

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Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel

Shani

Koss

2014

International Journal of Inclusive Education

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In an ideal school, where inclusion is implemented successfully, staff members collaborate and create an inclusive environment in their schools. In order to achieve such a sustainable environment of inclusion, pedagogical, organisational and psychological restructuring should occur, and a strong inclusion-oriented leadership has to be activated. The aim of this study was to gain a better understanding of general elementary School Administrative Team Member's (SATM) role in the process of inclusion. SATM included: school principals, vice principals and school counsellors of seven schools in Israel. It was found that though all SATM were basically pro-inclusion they did not manifest a shared view of inclusion. Their views of inclusion were reactive rather than proactive. SATM associated the failure to fully implement inclusion to external factors mainly the Inclusion Act that had not fulfilled its intended goals and to the lack of governmental support. The SATM failed to see the need for collaboration and the need for personal and shared responsibility for establishing a setting of sustainable inclusion that is knowledge-based. In light of these atomistic rather than holistic views of inclusion; it is recommended that SATM dedicate time to collaboratively plan comprehensive sustainable models of inclusion where practices are based on shared beliefs and continuous learning.

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A Principal’s Dilemma

Cited by 4 publications

References 4 publications

Triennial Evaluations: Divorcing the Means from the Ends

Triennial Evaluations: Divorcing the Means from the Ends

Towards an Understanding of Social Justice in Our Schools: Globalization, Inclusive Leadership and the Transformation of Schooling

Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel

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