Preparing special education administrators

Jones, Philip R.; Wilkerson, William R.

doi:10.1080/00405847509542563

Cited by 3 publications

(5 citation statements)

References 5 publications

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“…In 1970, the U.S. Office of Education's Bureau of Education for the Handicapped (BEH) awarded a planning grant to the University Council for Educational Administration (UCEA) to develop the General-Special Education Administration Consortium. The mission of the consortium was to stimulate innovative preparation programs for general and special education administrators and to promote the integration of the two fields (Jones & Wilkerson, 1975).…”

Section: Legacy Of Leadership In Special Educationmentioning

confidence: 99%

Special Education's Role in Preparing Responsive Leaders for Inclusive Schools

Crockett

2002

Remedial and Special Education

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This article examines special education's role in preparing knowledgeable and skillful leaders for inclusive schools that strive to serve a wide range of students. Special education and educational leadership intersect, and the professional literature of both fields has been used to describe the work of school administration at their interface. A conceptual framework for special education leadership is presented, with suggestions for its use in planning cooperative leadership development. This analysis proceeds from the perspective that special education can add value to educational leadership preparation by articulating and communicating not only its legal requirements but the core principles that guide the meaningful education of learners with exceptionalities.

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Section: Legacy Of Leadership In Special Educationmentioning

confidence: 99%

Special Education's Role in Preparing Responsive Leaders for Inclusive Schools

Crockett

2002

Remedial and Special Education

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“…Despite the limited research, studies were found that indicate what practitioners are saying related to the skills and knowledge they feel is essential to be effective in their positions as administrators of special education programs. In a 1974 study, Jones and Wilkerson (1975) found that areas of concern for administrators included law, transportation, staff development, and the total educational process. Of note is that during this time period, the authors pointed out a shift in separate programs designed specifically for special education administrators to programs designed for general education administration.…”

Section: What Practitioners Are Sayingmentioning

confidence: 99%

“…Of note is that during this time period, the authors pointed out a shift in separate programs designed specifically for special education administrators to programs designed for general education administration. Those interested in administrating special education programs were now looking at majoring in school administration with a minor in special education (Jones and Wilkerson, 1975). Swan (1998) followed studies of practitioners by Harris and King (1975), Rockert (1982), Zadnik (1985), Burrello and Zadnik (1986), CASE (1993) and found common factors critical for successful performance.…”

Section: What Practitioners Are Sayingmentioning

confidence: 99%

“…(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).…”

Section: Preparation Of Special Education Administratorsmentioning

confidence: 99%

“…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). In reviewing state certification practices, Forgnone and Collings (1975) found similar needs and added school law as it relates to students with disabilities.…”

Section: Preparation Of Special Education Administratorsmentioning

confidence: 99%

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

Super¹

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This study investigates the perceptions of the knowledge base that are held by directors of special education. The study focuses on one main research question: What is the knowledge base special education directors feel they need to know in the field of special education? Mixed methodology, constant comparative method as described by Maycut and Morehouse (1994) and Statistical Package for the Social Sciences, is used to analyze data from a survey and interviews. Survey data was collected from 45 current special education administrators along with in-depth interview data from 6 directors. The interviewees were chosen randomly using selective sampling based on 3 sets of paired opposite factors. Both instruments are designed to gather brief demographic information and cover 3 domains of directors' perceptions: (a) special education director preparation, (b) skills learned on the job, and (c) building a better education administration program. Eighteen areas of knowledge are identified by the participants. The data from both groups of participants suggests that while graduate level education administration programs may either directly provide specific content or it is embedded in other courses, on the job experiences allow the director to expand, refine, and apply the learned knowledge through practical application. Among other areas, this study opens questions for additional research related to gender specific issues, licensure, and program changes for institutions of higher education.

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Certification and Special Education Leadership Personnel: an Analysis of State Standards

Whitworth

Hatley

1979

J Spec Educ

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The study describes recent changes that have taken place in state certification standards as they apply to special education leadership personnel. Data were collected from the 50 state education agencies regarding certification of special education administrators and supervisors. An analysis of these data revealed that a number of changes have occurred. There are presently 30 states that have some provision for the certification of the leadership position in special education. However, specific criteria for certification vary a great deal across states. Several states confirmed that they are in the process of developing or revising their certification standards for special education administrators and/or supervisors.

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Preparing special education administrators

Cited by 3 publications

References 5 publications

Special Education's Role in Preparing Responsive Leaders for Inclusive Schools

Special Education's Role in Preparing Responsive Leaders for Inclusive Schools

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

Certification and Special Education Leadership Personnel: an Analysis of State Standards

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