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.

At the Crossroads: Wellbeing and Principalship Preparation

2020 ◽  
pp. 194277512093391
Author(s):  
Julia Mahfouz ◽  
Jayson W. Richardson
Keyword(s):  
United States ◽  
Exploratory Study ◽  
Principal Preparation ◽  
The United States ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Building Leaders ◽  
K 12

This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study, pre-service school leaders across the United States self-assessed their levels of stress and social–emotional competencies. Students from 30 pre-service principal preparation programs across the United States completed a survey that included four social–emotional learning scales. The findings indicate that this population may not be well equipped to deal with the stressors of the principalship. The findings can be used as a baseline to understand how changes in curriculum might impact these constructs.

scholarly journals The Essential Role of Integrating Technology Content and Skills into University Principal Preparation Programs

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Robert Moody ◽  
Kathy Dale ◽  
Mike Slattery ◽  
Regi Wieland
Keyword(s):  
Principal Preparation ◽  
School Administrators ◽  
Just In Time ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Goods And Services ◽  
Integrating Technology ◽  
Before School ◽  
University Leaders ◽  
The Impact

"Just-in-time" delivery of goods and services was the call to action phrase of the 1990's, but in the 21st Century, just-in-time is too late. University leaders in principal preparation programs must not only respond to the call of the field, but also anticipate the needs even before school administrators recognize the content and skills necessary with which to lead. As building principals become increasingly accountable for integrating technology into instruction and infrastructure, principal preparation programs are more accountable to prepare principals to succeed in their leadership roles, acknowledge the impact of principals on student achievement and teacher performance, and accept our responsibility to reinvent preparation programs instead of just reforming them.

Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

1994 ◽  
Vol 13 (4) ◽  
pp. 10-16 ◽  
Author(s):  
Kay S. Bull ◽  
Diane Montgomery ◽  
John Beard
Keyword(s):  
Special Education ◽  
Training Programs ◽  
Transition Programs ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Educational Training ◽  
Preparation Programs ◽  
Directors Of Special Education ◽  
Essential Components ◽  
State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

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.

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

Reducing Ambiguity: Tools to Define and Communicate Paraprofessional Roles and Responsibilities

2018 ◽  
Vol 55 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Erin M. Stewart
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Student Outcomes ◽  
Job Responsibilities ◽  
Roles And Responsibilities ◽  
School Settings ◽  
Related Information ◽  
Social Opportunities ◽  
Special Education Paraprofessionals ◽  
Support Students

One-on-one and program-based special education paraprofessionals are often used to support students with disabilities across school settings. While paraprofessionals may have the best of intentions, their proximity and the support they provide may prevent students with disabilities from fully accessing educational and social opportunities. To prevent unintentional yet negative student outcomes, it is necessary to define and communicate job responsibilities to paraprofessionals before they begin working with students with disabilities. This article outlines several flexible tools and strategies that teachers and administrators can use to efficiently and effectively communicate this information. The article includes (a) a description of how teachers and administrators can define and deliver job-related information to paraprofessionals, (b) reproducible templates for developing a written or digital job responsibilities notebook for paraprofessionals, and (c) recommendations for using these tools effectively.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

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.

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