Document Type
Article
Publication Date
2011
Publication Title
International Journal of Educational Leadership Preparation
Volume
6
Issue
3
Pages
1-20
Abstract
Principals are held accountable for achievement results of students on state-mandated assessments. Special needs students who struggle with literacy can impact the pass rates on these assessments. This study identifies how reading is taught to special needs students in both self-contained and inclusion settings at the secondary level in one school district determines how school leaders may or may not be facilitating this process and identifies ways school leaders can more effectively facilitate special education reading programs and processes.
Original Publication Citation
Sanzo, K., Clayton, J., & Sherman, W. (2011). Students with special needs, reading education, and principals: Bridging the divide through instructional leadership. International Journal of Educational Leadership Preparation, 6(1), 1-20.
Repository Citation
Karen, Sanzo; Clayton, Jennifer; and Sherman, Whitney, "Students With Special Needs, Reading Education, and Principals: Bridging the Divide Through Instructional Leadership" (2011). Educational Foundations & Leadership Faculty Publications. 11.
https://digitalcommons.odu.edu/efl_fac_pubs/11