Principals' Knowledge of Fundamental and Current Issues in Special Education

Abstract

The purpose of the study is to determine the comprehensive knowledge base of national secondary principals related to special education issues. Using a survey developed from the empirical and conceptual literature for assessing fundamental and current issues in special education, data were collected from a national sample of secondary school principals. Overall, principals report being well informed in fundamental issues. Although the relationship between demographics and knowledge produced mixed results, principal practices have a positive relationship with knowledge of special education issues.

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

“…To be competent administrators, principals should have a fundamental knowledge of special education as well as knowledge of current issues in special education (Wakeman et al, 2006). 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).…”

“…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. In addition to knowledge of special education, Ramirez (2006) suggested that the principal-as the instructional leader and agent of change-must posses other competencies, such as, "skills in effective instruction, assessment and discipline to provide support and feedback to teachers as they develop environments for teaching heterogeneous groups of students" (p. 63).…”

Students With Learning Disabilities

“…As a result, researchers have conducted a small number of survey studies examining principals' knowledge and beliefs of inclusion, knowledge of special education law, and comprehensive knowledge of current special education issues and found that overall, many elementary principals are undecided about the benefits of implementing inclusive practices (Barnett & Monda-Amaya, 1998;Guzman, 1996;Praisner, 2003;Villa, Thousand, Meyers, & Nevin, 1996), have limited knowledge of effective instruction for students with disabilities (Wakeman, Browder, Flowers, & Ahigrim-Delzell, 2006), fair knowledge of comprehensive special education issues, and moderate knowledge of special education legal procedures (Davidson & Algozzine, 2002;Davidson & Gooden, 2001). However, Wakeman et al (2006) found that middle school principals who reported higher levels of special education knowledge were more involved in special education instructional programs. Furthermore, research indicates the majority of principals feel poorly prepared for jobs as special education leaders (Bateman & Bateman, 2002;Crockett, 2002b;DiPaola & Walther-Thomas, 2003;Monteith, 2000) and report that their administrative preparation programs did not adequately prepare them to support teachers who instruct students with disabilities (DiPaola & Walther-Thomas, 2003;Lasky & Karge, 2006).…”

Secondary School Inclusion Rates: The Relationship Between the Training and Beliefs of School Site Principals and the Implementation of Inclusion

“…The principal's role is imperative in implementing change in schools (DiPaola & Walther-Thomas, 2003;Fullen, 2001;Gardiner & Enomoto, 2006;Monteith, 2000). The position of the school site principal has transformed from a building manager to the instructional leader (DiPaola & Walther-Thomas, 2003;Grogan & Andrews, 2002;Shellard, 2003;Wakerman, Browder, Flowers & Ahlgrim-Delzell, 2006). In order for any innovative program to be successfully implemented in a school, the school site principal must have the fundamental knowledge to lead that change (Wakerman et al, 2006).…”

“…The position of the school site principal has transformed from a building manager to the instructional leader (DiPaola & Walther-Thomas, 2003;Grogan & Andrews, 2002;Shellard, 2003;Wakerman, Browder, Flowers & Ahlgrim-Delzell, 2006). In order for any innovative program to be successfully implemented in a school, the school site principal must have the fundamental knowledge to lead that change (Wakerman et al, 2006). In the case of inclusion, this fundamental knowledge is in the area of special education.…”