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A QUALITATIVE AND QUANTITATIVE LOOK AT LEADERSHIP AND CHANGE. Edition No. 1
VDM Publishing House, September 2010, Pages: 212
This study describes change processes that selected middle school principals demonstrated to initiate, plan, implement, and monitor special education inclusion programs at their schools. Seventy-five principals, general and special education teachers, and paraprofessionals from four selected middle schools have worked together in their respective special education inclusion programs for a minimum of two years. Survey data and interviews were analyzed to find key processes that principals demonstrated during four phases of the change process.
Dr. Terri Cathirell Kirkland has 20 years experience in education as a teacher, trainer, and advisor. Currently, she designs and implements curriculum that meets credentialing requirements for special education teachers.