What do elementary school principals need to know and be able to do to better support general education teachers with special need students in inclusive settings?

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Table of Contents

CHAPTER 01: INTRODUCTION3

1.1Overview3

1.2Structure of the Research3

1.3Background4

1.4Research Aim & Objective6

1.5Research Questions7

1.6Benefits of the study7

1.7Ethical Considerations8

CHAPTER 02: LITERATURE REVIEW10

2.1Special Education10

2.2History of Special Education10

2.3General Education Teachers and Inclusion11

2.4Accountability of Principals and Education Managers12

2.5Jean Piaget and Lev Vygotsky's theories14

2.6Primary role of principals in general education of special needs children15

CHAPTER 03: METHODOLOGY16

3.1Research Design16

3.2Secondary Data16

3.3Research Philosophy17

3.4Literature Search17

3.5Time Scale17

REFERENCES19

CHAPTER 01: INTRODUCTION

Overview

General education is the primary right of every American citizen living in the United States of America. Before the 1970s, children with special needs or disabilities were not accommodated or allowed to participate in general academics but with time, reforms were formed and legislatures were passed that made it mandatory for academic institutes to give equal importance to every student, regardless of their physical or mental limitations. A principal is considered as the backbone of an academic institute. He controls the entire academic system and plans everything from the annual curriculum to the broader strategies of the school.

Structure of the Research

The structure of the research is as given below:

Chapter 1 (Introduction): this chapter will provide a general understanding of the requirements and final objective

Chapter 2 (Literature review): In this chapter, details of past reviews carried out by various researchers on this subject are discussed briefly

Chapter 3 (Methodology): Details various methods followed in this research are explained in this chapter

Chapter 4 (Data analysis and findings): In this section; the outcome of surveys and other details discussed in detail and explained in graphical formats

Chapter 5 (Recommendation and conclusion): Following the study of various documents, a suitable recommendation is proposed in this section along with conclusions.

Chapter 6 (References): This section gives the details about various journals and books referred as part of this research

Background

Attention deficit hyperactivity disorder (ADHD) is a disorder occurring mostly in childhood that has a tremendous impact on our country's educational system, affecting approximately one out of twenty elementary school-aged children (APA, 2000). The core ADHD symptoms of inattention, hyperactivity, and impulsivity lead to significant academic and behavioral difficulties (e.g., Barry, Lyman, & Klinger, 2002; Carlson, Booth, Shin, & Canu, 2002; DuPaul et al., 2004; DuPaul & Stoner, 2003; Faraone et al., 1993; Hoza, Pelham, Waschbusch, Kipp, & Owens, 2001; Raggi & Chronis, 2006). Major areas of school-based impairment for students with ADHD include academic underachievement and disruptive classroom behavior. Due to the significant school-based impairment experienced by children with ADHD, academic and behavioral support services beyond what are typically available through general education programs are often warranted. Necessary supports are typically provided through special education services, both within the general education setting and in separate settings. A major difficulty in assessing the provision of special education services to students with ADHD is that there is no disability category specific to this disorder. Children with ADHD who experience significant school-based impairment due to academic underachievement and disruptive behavior problems may qualify for special education services fewer than three main disability ...