Competencies for administrators of special education

Abstract

Recent changes at federal, state, and local levels that continue to reframe special education have an unprecedented impact on the administration of those services. While many such decisions have clearly delineated changes at the level of the classroom, their application at the building or district level remains less clear. As roles and responsibilities continue to shift, it has become critical for those charged with administering services to students with special needs to examine and more accurately specify the competencies needed to fulfill their roles successfully. The need for a reexamination of special education administrative competencies is highlighted by two recent trends: the integration of students with special needs into less restrictive environments, and greater responsibility at the state and local level.Increased emphasis on least restrictive environments for students with special needs has resulted in greater numbers of students being educated with their peers in mainstream educational settings. One immediate consequence of mainstreaming has been the blurring of teacher roles and responsibilities. Teachers in these classrooms are assuming greater responsibility for students with special needs and are dealing with a more diverse group of students for longer portions of the school day. Teachers in special education classrooms are often responsible not only for instruction in that setting but also in mainstream classrooms. Furthermore, they frequently serve in a consulting role by providing workable ideas and strategies for other educators to use. As responsibilities shift and differences among teachers become less distinct, administrators are faced with the task of determining new ways to facilitate these changes.

The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia

“…In contrast to other areas of special education, there is little research addressing competencies of administrators of special education programs (Gillung, Spears, Campbell, & Rucker, 1992). The few studies that have addressed special education administration have concentrated on specific administrative role, personality characteristics, or role conflict (Gillung, et al, 1992). Of the studies conducted regarding this position, only one study examining the perceived role of the special education administrator has been conducted in West Virginia.…”