Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

2019 ◽  
Vol 15 (4) ◽  
pp. 303-329 ◽  
Author(s):  
David E. DeMatthews ◽  
Stephen Kotok ◽  
Amy Serafini
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
Students With Disabilities ◽  
Leadership Practices ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Beliefs And Values ◽  
Inclusive Schools ◽  
Research Questions ◽  
Successful Principals

This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.

Undoing systems of exclusion: exploring inclusive leadership and systems thinking in two inclusive elementary schools

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David DeMatthews
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systems Thinking ◽  
Leadership Practices ◽  
Change Processes ◽  
Preparation Programs ◽  
Content Type ◽  
Principal's Role ◽  
Inclusive Schools ◽  
The Usa

PurposeMost education systems were not initially designed to include students with disabilities. However, over the past 25 years, great strives have been taken to ensure students with disabilities have access to the general education classroom and to important social, emotional and academic opportunities. Within the USA, researchers have begun to focus on the principal's role in creating and sustaining effective inclusive schools. The purpose of this article is to examine the leadership practices and perceptions associated with creating effective inclusive schools for students with disabilities.Design/methodology/approachThis qualitative study examined how two elementary school principals created an effective inclusive school and how they understood the challenges and change processes associated with inclusion. Each principal was interviewed and observed four times over one school year. Teachers and district administrators were also interviewed to gain insights into the school's progress with inclusion and to verify principals’ interview data.FindingsThis study added to existing research by identifying the following leadership practices critical to creating effective inclusive schools: (1) creating a culture of change-oriented collaboration, (2) planning and evaluating, (3) building capacity and (4) developing/revising plans. The principals felt that these practices enabled inclusion to take root, despite challenges and the chaotic nature of life in schools. A total of three additional themes emerged related to how principals understood change processes and challenges associated with inclusion: collaborative inquiry, information flow and crises/distractions/fatigue.Practical implicationsSeveral key leadership practices were identified in this study, including practices associated to systems thinking (ST). These practices hold promise and might be applied to thoughtfully design inclusive reforms. Faculty in principal preparation programs might also consider exposing aspiring leaders to the literature on leadership for effective inclusive schools as well as systems thinking.Originality/valueThe paper identifies the leadership practices of two principals who created effective inclusive schools. The paper is unique as it applies a ST lens to the investigation of leadership for inclusion.

Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools

2021 ◽  
pp. 194277512110184
Author(s):  
Kristine J. Melloy ◽  
Amie Cieminski ◽  
Todd Sundeen
Keyword(s):  
Special Education ◽  
Graduate Students ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
The Body ◽  
Preparation Programs ◽  
Knowledge And Skills ◽  
Inclusive Schools ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have background in special education and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills related to leading inclusive schools. The results of the study contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

2020 ◽  
pp. 0013161X2091389 ◽  
Author(s):  
David E. DeMatthews ◽  
Amy Serafini ◽  
Terri N. Watson
Keyword(s):  
Critical Race Theory ◽  
Students With Disabilities ◽  
School Leadership ◽  
Low Income ◽  
Mexican American ◽  
Leadership Practices ◽  
Family Background ◽  
Immigrant Community ◽  
Meaningful Change ◽  
Inclusive Schools

Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.–Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of challenges, they differed in their beliefs and approaches to creating inclusive schools. Some leadership practices were aligned to research focused on effective school leadership while others more closely resembled social justice leadership practices. Conclusion: Findings suggest that principals must take into consideration a variety of factors to create inclusive schools and must draw upon a broad range of practices amid resistance and challenges to meaningful change.

What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?

2019 ◽  
Vol 40 (6) ◽  
pp. 331-337 ◽  
Author(s):  
James McLeskey ◽  
Bonnie Billingsley ◽  
Mary T. Brownell ◽  
Lawrence Maheady ◽  
Timothy J. Lewis
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Core Curriculum ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Initial Attempt ◽  
Preparation Programs

Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education.

Collaboration of General and Special Education Teachers: Perspectives and Strategies

2017 ◽  
Vol 53 (2) ◽  
pp. 99-106 ◽  
Author(s):  
M. Alexandra Da Fonte ◽  
Sally M. Barton-Arwood
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Potential Barriers ◽  
School Settings ◽  
Teachers Perspectives ◽  
Successful Collaboration

Schools today focus on inclusive models of education for students with disabilities that include higher expectations and increased teacher accountability. Within this inclusion framework, both general and special education teachers have responsibilities for the education of diverse learners. Collaboration skills take time to develop, with many potential barriers that can limit successful teamwork. Therefore, teacher preparation programs have a responsibility for preparing general and special education teachers for collaboration with a focus on strategies to minimize potential barriers and support outcomes for students with disabilities. In order to be more responsive to teacher candidates’ development, a first step is to understand their perspectives about collaboration. This article outlines the hopes and fears of both general and special education preservice candidates regarding collaboration and how their perspectives align with documented views of practicing teachers. Strategies to minimize fears and potential barriers for successful collaboration in school settings are presented.

scholarly journals Understanding Principals’ Knowledge of Special Education

2021 ◽  
Author(s):  
Whitney G. Schexnider
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Students With Disabilities ◽  
Principal Preparation ◽  
School Administrators ◽  
The United States ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Related Information ◽  
School Year

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation

2019 ◽  
Vol 15 (4) ◽  
pp. 261-282
Author(s):  
Kathleen M. W. Cunningham ◽  
Chad R. Lochmiller
Keyword(s):  
Leadership Development ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Science Instruction ◽  
Effective Instruction ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Content Areas ◽  
School Based ◽  
Mathematics And Science

Principals are increasingly called upon to support effective instruction and student learning across content areas. Content and process standards emphasize the need for leadership that addresses teachers’ pedagogical and content understandings. The purpose of this article is to conceptualize content-specific leadership in mathematics and science for considerations for preparation programs through a systematic literature review. Prior research suggests both the importance of leadership development related to content-specific leadership practices and the possibilities associated with distributed leadership models aimed at the improvement of mathematics and science instruction. Specifically, leadership preparation programs must equip and support principals to make strategic school-based investments in mathematics and science instruction.

Practicing Collaboration in Teacher Preparation

2016 ◽  
Vol 40 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Margaret P. Weiss ◽  
Anthony Pellegrino ◽  
Frederick J. Brigham
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Students With Disabilities ◽  
Teacher Candidates ◽  
Concept Maps ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Know How ◽  
Special Education Program ◽  
Vital Component

Collaboration among professionals is a vital component for successful inclusion of students with disabilities. In many cases, teacher preparation programs assume that teacher candidates know how to collaborate without explicit instruction or authentic practice and, therefore, omit coursework on collaboration. Alternatively, some programs may require coursework in collaboration but that coursework may exclude candidates from any other programs. In this article, we describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education. Candidates in both groups constructed pre- and post-course concept maps about collaboration. We conducted both quantitative and qualitative analyses to determine depth, breadth, and complexity of understanding of collaboration as well as growth in these areas. Findings and implications are discussed.

scholarly journals "Be Strong; Know What You Need": A Narrative on Inclusive Leadership

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Angela Valeo
Keyword(s):  
Instructional Leadership ◽  
Students With Disabilities ◽  
School Personnel ◽  
Structured Interview ◽  
School Principal ◽  
Inclusive Leadership ◽  
Legislative Procedures ◽  
Depth Interview ◽  
Inclusive Schools ◽  
Found Poetry

Based on an in-depth interview with a retired school principal, this paper explores questions around what it means to practice inclusive leadership in an Ontario school board from the mid 1970s into the 21st century.  Using semi-structured interview questions, the investigation specifically sought to understand the practice of creating inclusive schools for students with disabilities.  A narrative style using found poetry was used to give voice to the interviewee.  Central to the practice was the need for a strong moral purpose and a vision of inclusion, as well as the ability to build relationships across parents, teachers, students, and other school staff.  Additional insights included the need for the sharing of knowledge among all levels of school personnel. Instructional leadership, formal decision making approaches, and legislative procedures did not appear to be as important in ensuring inclusion.Keywords: inclusion; inclusive leadership; disabilities; special education

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