School-based support teams and supervisory change: A case study
Abstract
The focus of the New York City public school system is to provide an educational program to students with disabilities alongside their nondisabled peers to the maximum extent appropriate while maintaining high academic and behavioral standards. Public Law 94-142 required that children suspected of having a disability were to be evaluated by a multidisciplinary team with expertise in the area of the suspected disability. The purpose of this study was to examine and contribute to the research on the decision-making process of School-Based Support Teams under the new supervisory configuration. The study explored factors that influence the decision-making process of 6 school-based support teams located geographically within 1 community school district in New York City. The study examined how team member relationships with administration, leadership styles, and decision-making strategies affect the outcome of decisions made by the school-based support teams. The study followed the principles of qualitative research, utilizing interviews and observations. The study recommended that professional development programs be designed and increased to address the needs of all clinical staff, with specific programs focused on decision-making strategies and team building. In addition, the study recommended increased clinical supervision to provide support to staff. As we move forward to a new continuum of services for students with disabilities, it is imperative to ensure that we develop and train teams of professionals who share the common goal of securing the most appropriate educational setting for the children we serve.
Subject Area
Special education|Educational administration
Recommended Citation
Perez, Robert Anthony, "School-based support teams and supervisory change: A case study" (2001). ETD Collection for Fordham University. AAI3021709.
https://research.library.fordham.edu/dissertations/AAI3021709
