Preparation Programs for Special Education Administrators

Abstract

To create a true profession of special education, as distinct from a loose confederation of educators of various exceptionalities, has been the dream of leaders in the special education field. While a few colleges and universities endeavor to fashion a preparation program for teachers which cuts across traditional handicapping areas, a method is proposed through the preparation of special education administrators, rather than administrators of any one exceptionality area. Based upon a baccalaureate program outside the special education field and a master's degree stressing teaching experience in one area of exceptionality, the suggested minimum program of preparation for administrators in special education is three years of successful teaching experience and 30 graduate semester hours beyond the master's degree. The doctorate in administration of special education remains the most desirable goal.

Preparing special education administrators

“…A brief history and a look at some recent research may help answer the question. Connor (1961) raised some important issues in an early text in the field:…”

“…In a journal article Connor (1966) re- 106 Theory Into Practice viewed the existing literature and summarized the knowledge and skill areas needed by the administrator of special education. These areas were finance, organizational techniques, decisionmaking, power structure analysis, leadership qualities, political activities, selection of personnel and community relations.…”

“…Connor (1966) seriously questioned the then prevalent master's level training for administrators of special education when the American Association of School Administrators had adopted a minimum of two years of graduate study at an accredited institution of higher learning for administrative certification. He stated, "Henceforth, only universities with NCATE approval for their program of educational administration should develop programs for special education administration.…”

“…Connor's (1961) question regarding the preparation of special education administrators: "Should they be educated under departments of general administration or in departments of special education?" may be answered some 14 years later.…”

Perceptions of directors of special education related to their knowledge and training

“…(a) authority, (b) planning, (c) organization and staff, (d) decision making and problem solving, (e) communication, (f) coordination, and (g) evaluation. Jones and Wilkerson (1975) in reviewing another study (Connor, 1966) determined the needed knowledge and skills associated with those tasks were in the areas of finance, organizational techniques, decision-making, power structure analysis, leadership qualities, political activities, selection of personnel, and community relations. Wilkerson (1975) found the tasks associated with being a director of special education to be administrative and decision-making in nature (1975).…”