A look at the efforts of the American educational system to address the needs of student’s with handicaps.
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This paper addresses the issues found in conforming to government standards concerning the involvement of disabled or mentally or emotionally challenged students in public education. Researchers suggest that the principal of a school has the ability to set standards and to maintain them in the face of challenges, including those relating to disabled and disadvantaged students. This paper examines the potential benefits of including principal leadership in the educational environment as a means of ensuring that the standards set forth by IDEA and similar legislation are upheld.
The United States has made great progress in the public and the social forum in accepting and providing for individuals suffering from physical and mental handicaps. Americans with disabilities are now not as greatly challenged in finding a handicapped- accessible workplace or in attending socials services such as entertainment or shopping complexes as in the recent past. Yet despite the significant advances made in these areas, the educational system has consistently fallen short of the needs of those students suffering from either physical handicaps or other forms of special educational needs. (Lipsky & Gartner: 1996)