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Direct linkMaria Silang – ProQuest LLC, 2024
The study examines how Organizational Behavior Management (OBM) principles, a subspecialty of applied behavior analysis (ABA), can be applied to improve the evaluation and compliance of Individualized Education Programs (IEPs) by school administrators. Three administrators from public school districts participated in the study, which utilized a…
Descriptors: Individualized Education Programs, Administrators, Administrator Responsibility, Evaluation Criteria
Dottie H. Brown – ProQuest LLC, 2021
To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…
Descriptors: Students with Disabilities, Administrators, Administrator Role, Secondary Schools
Peer reviewed
Download full textBipath, Keshni; Tebekana, Jongiwe; Venketsamy, Roy – Education Sciences, 2021
Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children with disabilities are most vulnerable,…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Early Childhood Education
Bonner, William Bryant, III – ProQuest LLC, 2017
The purpose of this qualitative case study based upon the theories of technology adoption and technology integration planning (TIP) with the focus on design and development was to understand design features that encourage effectiveness and efficiency for using online individual education plans (IEP) along with the online IEP lived experiences of…
Descriptors: Qualitative Research, Case Studies, Individualized Education Programs, Elementary School Teachers
Smith, Cynthia Sonderegger – Education Leadership Review, 2013
This study examines the mentoring experiences of prospective and beginning special education administrators to determine whether on the job mentoring is a viable method of equipping the prospective and beginning special education administrator with essential knowledge and skills. Three research questions were asked: What is the attainment of…
Descriptors: Mentors, Special Education, Administrators, Educational Administration
Guam Department of Education, 2017
The Guam Department of Education (GDOE) presents this report in compliance with Guam Public Law 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (ASPER): (1) Demographic information on public school children in the community; (2) Information pertaining to student…
Descriptors: Annual Reports, Public Education, Demography, Academic Achievement
Pogrund, Rona L.; Darst, Shannon; Boland, Teryl – Journal of Visual Impairment & Blindness, 2013
Introduction: The results of a 2009-2010 program evaluation study that examined parents, teachers of students with visual impairments, administrators, and students regarding overall satisfaction with and effectiveness of the short-term programs at a residential school for students who are blind and visually impaired are described. The findings are…
Descriptors: Program Effectiveness, Program Improvement, Teaching Methods, Visual Impairments
Guam Department of Education, 2016
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
Guam Department of Education, 2015
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
