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Special Education Administrators
What procedures can special education administrators put in place to ensure the fiscal management of funds?
One of the procedures that special administrators can undertake is outsourcing. The special education costs instigate the special education administrators to cover all of the special education services. Another element that the administrators ought to have is accountability (Schachter, 2002). The way in which this can be done is functioning as a team in managing the whole process of special education. In turn, this makes it possible to have suitable and fitting programs and services to come about in order that resources are expended in a better way. In addition, for a special education administrator, prior to developing a special education plan, it is imperative to have an idea of what the budget of the program will be for the forthcoming school year. Taking this into consideration, the special education administrator ought to first determine the total number of special education students that are there in the district, the staff required to educate the special education students, the different expenses such as transportation, associated service providers, materials required and also professional development. Therefore, it makes it possible to manage...
In placing these sort of procedures, the administrators are able to manage the funds of every fiscal year.
Special Education Administrators are required to report their budgets in the Electronic Grants Management System (EGMS) for their respective states. How important is it to report the direct and indirect costs to ensure the use of carryover funds for future budgeting? Why?
To start with, carryover happens to be the practice in which the unobligated funds that remain after a budget period ends might be moved forward to the subsequent budget period to encompass the costs within that specific budget period. In particular, the carryover funds make it possible for the special education administrators to make use of the unexpended preceding year funds in the prevailing budget period. It is very imperative to report the direct and indirect expenses to ensure the use of carryover funds for future budgeting (Leinert and Fainboim, 2008).
Special education is costly and schools ought not to commingle IDEA resources with other resources to arrange for these services. It is for this reason that it is significant for directors to have a proper and apparent understanding of indirect and direct costs to…
References
Dragan, E. F. (n.d). Budgeting: Income and Expenses.
Lienert, I., & Fainboim, I. (2008). Public Financial Management Technical Guidance Note. IMF Working Paper.
Schachter, R. (2012). Seeking Savings in Special Ed. District Administration.
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
" According to Patton (1998) the overrepresentation of African-American children in special education programs that are intended for students that have serious emotional or behavioral disorders, learning disabilities, and mental disabilities has continued to be a problem even though many researchers have recognized the problems that have occurred as a result of such overrepresentation. In fact there is exhaustive amounts of literature that explains the "causal factors that range from failure
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration
Article 1 Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2014). College Students’ Perceptions of Peers with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(1), 90–99. doi:10.1007/s10803-014-2195-6 When considering best classroom instructional strategies and classroom management techniques to use in special education, educators often need to know how neurotypical students perceive their peers who have autism. Moreover, information related to peer perceptions of students with autism spectrum disorders
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2015). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. doi:10.1177/1362361315588200 Autism spectrum disorders are diverse, as are the populations affected by them. Cultural diversity and additional factors like socioeconomic class can confound approaches to autism in special education programs. One of the most important issues when working in special