Critical Cultural Knowledge in Special Education: Reshaping the Responsiveness of School Leaders

Abstract

Issues related to the cultural diversity of students, faculty, and communities increasingly dominate the current debate in education. Race, class, gender, and disability have all been important foci for researchers interested in school restructuring (see the American Educational Research Association Annual Meeting Program, 1998). Much of the discussion has been framed by scholars promoting multicultural curricula and better teacher preparedness for working with children who differ in ethnicity and social class. Other scholars are attempting to enhance the competence of teachers for working with children who have special needs. Still others are drawing attention to the interconnectedness and effects of ableism, sexism, classism, and racism. Very little research, however, has been directly linked to the cultural preparedness of school administrators who are responsible for curricular, instructional, pupil service, financial, and community relations leadership. The need for culturally responsive leaders is even more dramatic when we look at the effect of issues of culture and difference on special education. Many teachers in special education often work.with school administrators who are responsible for providing instructional leadership and influencing overall school climate but have little knowledge of the specific learning theories and teaching strategies used with children who have special needs or of the multicultural issues that affect placement and services.We begin this article with a discussion of the political and ideological dimensions of culture, cultural difference, and labeling. We follow with the assertion that administrators' beliefs, as expressions of personal values, are connected to their instructional behaviors and their leadership roles in schools (Hart & Bredeson, 1996). Therefore, we make the argument that an administrator's personal commitment to becoming a multicultural person, concerned with disembedding deep-seated cultural biases and selfreflection, will contribute to schoolwide preparedness and responsiveness to cultural diversity and inclusion. · Next, we suggest that an important leadership role that is missing from the principal preparation literature is critical cultural mirroring, that is, speaking and acting across difference, to reflect to the staff possible biases, prejudice, and stereotyping that may exist while supporting school cohesion and a unifying climate. This role should serve as a foundation for working with teachers to help them recognize those times when multicultural issues are distinct from special educational needs as well as those times when issues of Khaula Murtadha-Watts is the executive associate dean in the School of Education

Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?

“…In reviewing principal preparation programs, coursework and content were very consistent between and among most institutions (Johnson, 2016) with only slight emphasis placed on the specific nature of special education program delivery. In addition, administrative expectations related to special education program delivery were typically not a consistent core content requirement (Murtadha-Watts & Stoughton, 2004). Many leadership preparation programs delved into general instructional practices but only tangentially or indirectly developed foundational skill sets needed to create a special education program (DeSimone et al, 2013).…”

Effective Instruction for Students with Disabilities: Perceptions of Rural Middle School Principals

“…As part of this responsibility, principals must emphasize how evidenced-based strategies affect the performance of students with disabilities (Nor, Pihie, & Ali, 2008;Praisner, 2003). To be effective instructional leaders, principals must be knowledgeable of, and advocate for, the use of evidencedbased methods of delivery and effective inclusive practices (Burns & Ysseldyke, 2009).…”

“…If Principal A does not believe inclusion is appropriate, what kind of message is he transmitting to his educators? According to findings from previous research, whether conscious of it or not, principals affect the culture of the school and attitudes of the teachers through their own beliefs and actions (Furney, Aiken, Hasazi, & Clark/Keefe, 2005;Murtadha-Watts & Stoughton, 2004). Principal A defined instructional leadership as creating a supportive environment.…”

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

“…Educational theorists suggested that in order to increase the performance of students with disabilities, especially those students who are included in the general education classroom and participate in standardized assessments, principals must understand and practice effective instructional leadership for these students (Boscardin, 2005;DiPaola et al, 2004;Murtadha-Watts & Stoughton, 2004).…”

“…According to findings from previous research, whether conscious of it or not, principals affect the culture of the school and attitudes of the teachers through their own beliefs and actions (Furney et al, 2005;Murtadha-Watts & Stoughton, 2004). Principal A defined instructional leadership as creating a supportive environment.…”