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Special Education Leadership and the Implementation of Response to Intervention

Special Education Leadership and the Implementation of Response to Intervention

Derek Cooley, Elizabeth Whitten
Copyright: © 2017 |Pages: 22
ISBN13: 9781522505228|ISBN10: 1522505229|EISBN13: 9781522505235
DOI: 10.4018/978-1-5225-0522-8.ch012
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MLA

Cooley, Derek, and Elizabeth Whitten. "Special Education Leadership and the Implementation of Response to Intervention." Handbook of Research on Individualism and Identity in the Globalized Digital Age, edited by F. Sigmund Topor, IGI Global, 2017, pp. 265-286. https://doi.org/10.4018/978-1-5225-0522-8.ch012

APA

Cooley, D. & Whitten, E. (2017). Special Education Leadership and the Implementation of Response to Intervention. In F. Topor (Ed.), Handbook of Research on Individualism and Identity in the Globalized Digital Age (pp. 265-286). IGI Global. https://doi.org/10.4018/978-1-5225-0522-8.ch012

Chicago

Cooley, Derek, and Elizabeth Whitten. "Special Education Leadership and the Implementation of Response to Intervention." In Handbook of Research on Individualism and Identity in the Globalized Digital Age, edited by F. Sigmund Topor, 265-286. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0522-8.ch012

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Abstract

Special education administrators provide leadership to guide the identification of learners with exceptionalities and ensure that staff working with special education students delivers instructional best practice. In order to execute these responsibilities, special education administrators must be effective leaders who collaborate with a variety of stakeholder including. Contrary to their general education counterparts, special education administrators must possess a specific body of procedural knowledge to identify low-performing groups of students. These procedures are often referred to Response to Intervention (RTI) or Multi-Tier Systems of Support (MTSS). Under IDEA (2004), students with and without disabilities can benefit from the same system of interventions and supports. This intersection has necessitated coordination of RTI models by both general and special education administrators. Special education and general education leaders will be challenged to blend models of leadership to address the high-stakes environment in our K-12 schools.

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