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Journal Article

Teachers as Executives

Nancy K. French and Ritu V. Chopra
Theory Into Practice
Vol. 45, No. 3, Inclusive Schooling Practices: From Why to How (Summer, 2006), pp. 230-238
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/40071602
Page Count: 9
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Teachers as Executives
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Abstract

The roles and responsibilities of special educators have shifted as schools move to provide inclusive services for students with disabilities. The inclusive special educator is responsible for coordinating a complex system of adults and students--often including paraeducators, related service specialists, classroom teachers, and peer assistants. This contemporary role is analogous to that of an executive in business settings and requires comparable leadership, collaboration, and communication skills. Teachers who demonstrate skills in 5 key functioning areas may see more successful inclusion of their students. Of importance, teachers who are adjusting to the shift in role require certain administrative supports as they acquire this new identity of executive.

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