Are Principals Prepared to Manage Special Education Dilemmas?

Patterson, Jean A.; Marshall, Catherine; Bowling, Denise

doi:10.1177/019263650008461303

Cited by 18 publications

(17 citation statements)

References 2 publications

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“…Overall, principals reported being well informed in fundamental issues. This outcome supports Patterson, Marshall, and Bowling (2000), who recommended that principals have a basic understanding of special education services and laws to meet the diverse needs of all students in their schools.…”

Section: Principals Report Having Knowledge Of Special Educationsupporting

confidence: 70%

Principals' Knowledge of Fundamental and Current Issues in Special Education

Wakeman¹,

Browder²,

Flowers³

et al. 2006

NASSP Bulletin

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The purpose of the study is to determine the comprehensive knowledge base of national secondary principals related to special education issues. Using a survey developed from the empirical and conceptual literature for assessing fundamental and current issues in special education, data were collected from a national sample of secondary school principals. Overall, principals report being well informed in fundamental issues. Although the relationship between demographics and knowledge produced mixed results, principal practices have a positive relationship with knowledge of special education issues.

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Section: Principals Report Having Knowledge Of Special Educationsupporting

confidence: 70%

Principals' Knowledge of Fundamental and Current Issues in Special Education

Wakeman¹,

Browder²,

Flowers³

et al. 2006

NASSP Bulletin

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show abstract

“…Schoolbased administrators are seen as cornerstones of good schools and key agents in program effectiveness (Tschannen-Moran & Gareis, 2004). Success of special education programs is contingent in part upon their efficacy in carrying out their role as special education administrators, as well as upon their knowledge of special education (Patterson, Marshall, & Bowling, 2000).…”

Section: Introductionmentioning

confidence: 99%

Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

Kirkland

Bauer

2016

IJEPL

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The purpose of this study was to investigate the influence of the opinions of private practitioners and educational advocates on instructional leaders' decisionmaking processes when making a recommendation for special education eligibility. School-based administrators (n = 56) with varying years of experience as special education administrators participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators' recommendations for special education eligibility.

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“…In response to the current state of instructional leadership for students with disabilities, educational theorists suggested ways to reform principal preparation programs to better prepare principals for this most critical role (Cooner et al, 2005;DiPaola et al, 2004;Patterson et al, 2000;Zaretsky et al, 2008). They recommended that principal preparation programs incorporate examples and case studies into courses and address Special Education topics through problembased learning, or student-centered discovery learning (Zaretsky et al, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…They recommended that principal preparation programs incorporate examples and case studies into courses and address Special Education topics through problembased learning, or student-centered discovery learning (Zaretsky et al, 2008). They also recommended adding ISLLC standards specifically for students with disabilities (Cooner et al, 2005;DiPaola et al, 2004) and incorporating Special Education core competencies in preparation programs (Patterson et al, 2000).…”

Section: Resultsmentioning

confidence: 99%

“…As part of their role as the instructional leader for students with disabilities, principals must now manage some Special Education responsibilities once managed by directors of Special Education (Boscardin, 2005;Patterson, Marshall, & Bowling, 2000) such as communicating with parents of students with disabilities, attending individualized education plan (IEP) meetings, and disciplining students with disabilities (Lasky & Karge, 2006). Results from Lasky and Karge's (2006) survey of 205 principals revealed that 75% of principals stated that they spent more time involved in Special Education tasks than in previous years.…”

Section: Tablementioning

confidence: 99%

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Instructional Leadership for Middle School Students with Disabilities in the General Education Classroom: The Role of the Principal

Lynch¹

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Instructional leadership is the most important responsibility of today's principal, and no other group of students is in need of an effective instructional leader more than students with disabilities. Effective instructional leaders, especially for students with disabilities, create a supportive learning environment and school culture that promotes the education of all students. Furthermore, effective instructional leaders are knowledgeable of effective instructional strategies and promote the use of such strategies by communicating with and supervising educators. The purpose of this multiple case study was to provide a detailed description of instructional leadership for students with disabilities in an average school system in West Virginia. West Virginia was selected because none of the five principal preparation programs certified by the West Virginia Department of Education requires Special Education coursework. Middle schools were selected because they have some of the highest pupil to administrator ratios and the percentage of students with disabilities in grades six through eight who achieved proficient scores on the West Virginia achievement test (WESTEST2) are amongst the lowest of all grades in West Virginia. Results from interviews with three principals and two assistant principals representing three middle schools in the selected school system indicated that principals have a limited understanding of effective instructional leadership practices and a limited understanding of effective instructional strategies for students with disabilities. Implications for principal preparation programs, professional development, and future research are discussed. v Table of Contents Abstract Dedication Acknowledgements Table of Contents ii iii iv v List of Tables List of Figures

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Are Principals Prepared to Manage Special Education Dilemmas?

Cited by 18 publications

References 2 publications

Principals' Knowledge of Fundamental and Current Issues in Special Education

Principals' Knowledge of Fundamental and Current Issues in Special Education

Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

Instructional Leadership for Middle School Students with Disabilities in the General Education Classroom: The Role of the Principal

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