A Comparison of the Perception of the Special School Administrators and Special Education Specialists for the Satisfaction Level towards Every Day Life

2015 ◽  
Vol 54 (4) ◽  
pp. 157
Author(s):  
Bong Sook Lim ◽  
Hye Eun Lee
Keyword(s):  
Special Education ◽  
School Administrators ◽  
Special School ◽  
Satisfaction Level

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

Court Decisions and IDEA 1997 Compliance Issues that Affect Special Education Programs in Rural Schools

2000 ◽  
Vol 19 (1) ◽  
pp. 3-8 ◽  
Author(s):  
James O. Tate
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Rural Schools ◽  
School Administrators ◽  
Court Decisions ◽  
Education Programs ◽  
Use Of Resources ◽  
Idea 1997 ◽  
Special Education Programs ◽  
Education Act

This article reviews court decisions and compliance issues of the Individuals with Disabilities Education Act (IDEA) 1997, that impact rural public school special education programs. IDEA funding, alternative placement options, and qualitative standard requirements. Select elements of the IDEA 1997 Amendments are of particular importance to rural schools. Those elements are funding compliance requirements, changes in the identification and evaluation of eligible students with disabilities, and the qualitative standards required for providing special education and related services. Rural schools do not receive special compliance exemptions under the IDEA. The article presents court decisions in which litigation has produced guidelines for school administrators regarding use of resources, accommodations, modifications, and qualitative standards in rural special education programs.

Administrative Pressures to Practice Unethically: Research and Suggested Strategies

2009 ◽  
Vol 11 (2) ◽  
pp. 112-119 ◽  
Author(s):  
George Helton ◽  
Barbara Ray
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Ethical Reasoning ◽  
Situational Factors ◽  
Reasoning Strategies ◽  
School Based

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.

Special Education Litigation Update: Implications for School Administrators

2010 ◽  
Vol 94 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Jennifer Y. Wagner ◽  
Antonis Katsiyannis
Keyword(s):  
Special Education ◽  
School Administrators ◽  
Special Education Litigation

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.

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