Special Education Leadership and the Implementation of Response to Intervention

Special Education Leadership and the Implementation of Response to Intervention

Derek Cooley, Elizabeth Whitten
ISBN13: 9781799812135|ISBN10: 1799812138|EISBN13: 9781799812142
DOI: 10.4018/978-1-7998-1213-5.ch007
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MLA

Cooley, Derek, and Elizabeth Whitten. "Special Education Leadership and the Implementation of Response to Intervention." Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 121-142. https://doi.org/10.4018/978-1-7998-1213-5.ch007

APA

Cooley, D. & Whitten, E. (2020). Special Education Leadership and the Implementation of Response to Intervention. In I. Management Association (Ed.), Accessibility and Diversity in Education: Breakthroughs in Research and Practice (pp. 121-142). IGI Global. https://doi.org/10.4018/978-1-7998-1213-5.ch007

Chicago

Cooley, Derek, and Elizabeth Whitten. "Special Education Leadership and the Implementation of Response to Intervention." In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 121-142. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1213-5.ch007

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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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