Preparing Principals for Leadership in Special Education

Principal Preparation Programs: Perceptions Of High School Principals

“…These findings were more consistent with those presented in other studies (Goor, 1997;DiPaola & Walther-Thomas, 2003) and also support the need to improve the preparation of principals relative to special population student achievement. Specifically, this finding could indicate a deficiency in preparation programs to fully develop supervisory and support strategies for differentiating instruction, regarded as the most effective way to improve student achievement among special populations (Gassenheimer, Regarding the findings of the second research question, the difference in principal satisfaction levels between alternative and traditional preparation programs, there was no evidence of any difference in levels of satisfaction between those respondents who received alternative or traditional preparation.…”

An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities

“…The need for professional development on special education topics for principals in the public school arena has been well established (Collins & White, 2001;DiPaola & Walther-Thomas, 2003;Goor, Schwenn, & Boyer, 1997;Lasky & Karge, 1995;Monteith, 2000;Sage & Burrello, 1994;Smith & Colon, 1998;Strahan, 1999;Valente, 2001;Valesky and Hirth, 1992). However, as Wakeman et al (2006) suggested, there is little actual professional development in special education provided for public school principals.…”

Special Education Teacher Leadership in Jordan: Current State and Constraints

“…Rather than the typical emphasis of principal leadership in creating inclusive schools (e.g., [44,45]), Peters [46] emphasised the importance of the preconditions in the school and faculty involvement in changing the school culture. Lambert [47] states that "all teachers have the right, capability and responsibility to be leaders, therefore, the major challenge before us is not to identify who is and who is not a teacher leader but to create a context that evokes leadership from all teachers" (p. 422).…”