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Dr. Gloria D. Campbell-Whatley is an Associate Professor in the Department of Special Education and Child Development at The University of North Carolina at Charlotte. She has delivered numerous national and international presentations, workshops, and strands. Her specialty is infusing diversity into higher education and K-12 curriculum and she also offers solutions for behavior problems, response to intervention, and social skills training in public schools. Dr. Campbell-Whatley has written several articles related to multicultural education and published two books on behavior. Her research focus is diversity, social skills and behavior, and administration in special education. She received her doctorate at the University of Alabama, Tuscaloosa.
Professor James E. Lyons has served as a faculty member and administrator at The University of North Carolina at Charlotte since 1979. During his 30-plus years at the university, he has taught hundreds of students who have become successful school leaders in North Carolina and beyond. Prior to entering the professorship, he served as a high school teacher, principal, and school management consultant for the Ohio Department of Education. In recognition of the excellent quality of the professional consultation services he provides and his graduate level teaching, Professor Lyons was awarded the University of North Carolina at Charlotte’s faculty service award in 2005; he was awarded the College of Education’s Excellence in Teaching Award in 2007; and he was a finalist for UNC Charlotte’s Bank of America Excellent Teaching Award in 2009. As the author of over 40 articles and book chapters, he has been widely recognized for his research and scholarship. Professor Lyons received the doctor of philosophy (PhD) degree from The Ohio State University.
Table of Contents
Chapter 1: Educational Leadership: An Evolving Role
Chapter 2: Laws and Policy Affecting Schools: Going Beyond Compliance
Chapter 3: School Reform and the Standards-Embedded Curriculum
Chapter 4: Assessment Procedures and the IEP
Chapter 5: Discipline: Functional Behavior Assessments and Behavior Intervention Plans
Chapter 6: Building Ethos and Interpersonal Relationships with Families and Students
Chapter 7: Transitioning from Early Intervention to Adulthood
Chapter 8: Response to Intervention and Inclusion: Facilitating Instructional Arrangements
Chapter 9: Leadership in a Multicultural Setting
Chapter 10: Universal Design for Learning: Accessing the General Curriculum with Effective Teaching
Chapter 11: Program Evaluation
Chapter 12: Human Resources
Chapter 13: School Finance and Special Education
Chapter 14: Transportation and Facility Issues