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This study assessed the needs of urban school leaders for special education preparation in a large public school district in the USA in order to assist the school administrators with improving their knowledge and skills for providing appropriate services to students with disabilities and their families to support inclusive education. The needs survey was created based on the Council for Exceptional Children (CEC 2009) standards for school administrators in the USA and the literature in special education. The validity and reliability of the instrument were verified. The needs assessment measures 10 aspects regarding special education knowledge and skills as indicated by 10 factors in the exploratory factor analysis. Quantitative data analyses on a sample of 289 participants revealed that there were significant differences in the needs of training in special education knowledge based on the school administrators’ backgrounds. The current research supports the call for the professional development and inclusive education for school leaders. The findings of the current study indicated that school leaders wanted the knowledge to make them more successful in serving students with disabilities to answer the call for inclusive education. [ABSTRACT FROM AUTHOR]

Focuses on the role of consultants for implementing the Individuals with Disabilities Education Act (IDEA) of 1997 in the United States. Collaboration between general and special educators; Addition of the Individualized Education Program to the IDEA regulation; Provision of technical assistance and professional development activities with parents.

Explores the use of peer interaction approach in reading comprehension instruction. Benefits from peer tutoring; Roles of the peers involved in academic peer-interaction; Importance of motivation in the instructional arrangement.