Special Education Grant Research Paper

Seg Cover 27/2/02 2:12 pm Page 1
C

M

Y

CM

MY

CY CMY

K

Managing the Special Education Grant
A Handbook for Schools

Composite

CONTENTS
Page
1.0
1.1
1.2
1.3
1.4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Defining ‘Special Education Needs’
Professional Development of Teachers
What if the Special Education Grant Isn’t Enough?
Provision of the Special Education Grant - Three Principles

2.0
2.1
2.2

Management Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Creating a Special Education Policy
Responsibilities

3.0
3.1

Defining Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Using Data

4.0
4.1
4.2
4.3
The next step is to allocate responsibilities in the management of the Special Education Grant.
How this is achieved depends on the:
•

type of school - small or large, primary or secondary

•

present special education culture – for example support, skill levels

•

nature of the relationships between the teachers and senior staff

•

nature of the relationships between the school, board of trustees and the broader community.

The Grant may be managed by individuals either on their own or supported by an advisory group or a committee, for example senior staff members, teachers, or those elected from the school community. See Table 1 for some possible options.
No matter which option is chosen, one person should be responsible for the coordination, and accountable for the daily operation, of the Special Education Grant.

Managing the Special Education Grant

SEG Booklet.art

4

Special Eduction 2000

27/2/02, 1:37 PM

SEG Booklet.art

If there is any mistrust over how the money is spent then
Option 6 or 7 would help to strengthen the sense of trust between everyone involved.

Cautions