Citation

Boundary Spanning: A Key to Systemic Reform in Special Education Service Delivery

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Abstract:

This empirical study examines systemic reform in special education service delivery. It investigates factors promoting the implementation of the learning consultant model within a system of schools in a manner that strengthens the capacity of the school to provide inclusive service delivery for students with special needs. It compares and contrasts how leaders at these systems implemented the model, indentifying boundary spanning as a central component to success.

Most Common Document Word Stems:

school (255), consult (198), learn (193), educ (179), student (157), model (144), special (143), system (117), cathol (105), need (98), servic (86), asl (83), implement (79), teacher (74), reform (73), offic (72), deliveri (68), central (64), support (57), relationship (56), princip (53),
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378418_index.html
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MLA Citation:

Scanlan, Martin. "Boundary Spanning: A Key to Systemic Reform in Special Education Service Delivery" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378418_index.html>

APA Citation:

Scanlan, M. , 2009-11-19 "Boundary Spanning: A Key to Systemic Reform in Special Education Service Delivery" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <APPLICATION/PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378418_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This empirical study examines systemic reform in special education service delivery. It investigates factors promoting the implementation of the learning consultant model within a system of schools in a manner that strengthens the capacity of the school to provide inclusive service delivery for students with special needs. It compares and contrasts how leaders at these systems implemented the model, indentifying boundary spanning as a central component to success.


Similar Titles:
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Middle School Student Teachers and Special Education Student Teachers Working Together

Educational reform and teachersÂ’ decision making: Relationship between the intended and the implemented reading curriculum in Dominican schools


 
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