Special Education Students Need Core Reading Instruction

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Article by P. Fred Storti
Winter 2008
in IMPACT (Minnesota Administrators for Special Education newsletter)

excerpt: "Principals today need to be instructional leaders so that all students, general and special education, receive coordinated core reading instruction. The history of educating children with disabilities is primarily one of separation. An unintended consequence of our Title I and special education service delivery systems has often been that struggling students receive less district instruction in reading when they actually need more."

"Breaking the silo culture between general and special education is not an easy task. Historically, state and federal bureaucracies established barriers that promoted pull out services for children with disabilities. That has changed with the reauthorization of IDEA in 2004 and coordination of services with No Child Left Behind. In keeping with the growing shift aimed at coordinating both general and special education students, now is the time for general and special education staff to work together. Easier said than done – it takes principal leadership!"

To read the complete article, scroll down.

MASE_IMPACT_winter08_2.pdf
Article by P. Fred Storti, page 6.

Mission: The Minnesota Elementary School Principals' Association is dedicated to promoting and improving education for children and youth, strengthening the role as educational leader for elementary and middle level principals, and collaborating with partners in education to assist in achieving these goals.

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