The administration of public schools encompasses myriad generic
issues having to do with curriculum content, instructional
methodology, human resource and financial management, and of
course, the guidance and counseling of students. Woven into this
tapestry is the obligation to individualize educational programs to
accommodate the needs of a wide and diverse student population. The
needs of children may be categorized by economic, social, ethnic,
physical and mental differences unique to each child and family. It
is incumbent upon the public school to accommodate these
differences with specially designed educational programs and to
remediate any effects that may be detrimental to learning.
Prominent and unique among such programs is special education, for
which the program of learning is usually separately funded at both
federal and state levels, but even more importantly, the learning
regimen is individually calibrated to address the needs of each
child determined to have a disability. Indeed, assuring children
with disabilities their statutory rights constitutes a substantial
segment of public school administration in the United States today.
The various ramifications of the educational needs of children with
disabilities and their attendant circumstances are so extensive
that one book on the subject cannot be sufficient to address the
magnitude and broad scope of the field. However, in this book we
have attempted to discuss several of the salient issues that are of
prominent concern to both school administrators and teachers.
The book proceeds from the broad consideration of rights and
costs to more specific issues regarding the categorization of
children and thedisproportionality of the various racial and ethnic
groups of children who may be improperly designated as disabled.
Within the context of such classifications the book discusses the
screening strategies on which the rights of children with
disabilities are so delicately balanced. To inappropriately
classify a child may result in a form of subtle discrimination or
denial of a statutory right to the provision of a particular type
of educational instruction or accommodation. As is indicated
throughout this book, the assessment methods by which a child's
free appropriate education is determined have become a science of
considerable importance.
Incident to this necessity of precise assessment is the need for
risk screening strategies and protocols to identify symptoms,
behaviors and indications of learning disabilities requiring
particular and specialized educational redress. Among issues of
greatest importance is the determination not to exclude children
with disabilities from the regular classroom and the mainstream of
learning. Inclusion or mainstreaming is among the most contentious
and perplexing issues confronting school administrators. What
constitutes the legal requirements and the educational
considerations of the least-restrictive environment comes directly
into play in provision of an appropriate education. Beyond the
all-important inclusion issue, other chapters of this book address
problems of cultural and social mores that affect children with
disabilities, symptoms of depression in parents of children with
disabilities, maltreatment of children with disabilities, and
symptoms of children who have suffered post-traumatic stress from
catastrophic events in their ownlives. Each chapter suggests
measures to be taken by educators in identifying and redressing
such matters. Policy implications for the enhancement of the
effectiveness of special education programs are identified for the
school administrator to consider.
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