Principals' Perceptions on Implementing Special Education Services in School

Abstract

School principals are the instructional leaders for all programs in school, including special education services (Goor, Schwenn, & Boyer, 1997). It is found that the key for success is the principal's attitude towards the program, and his/her understanding of the school climate that should be established to influence the instructional programs in practice (Frick, Faircloth, & Little, 2013). This is particularly important in administration of special education programs. Principal's knowledge, attitude, and view of special education on decision making in budgeting, resource sharing, staffing, facilitation, and discipline procedures impact the special education practice in school. As the No Child Left Behind (NCLB, 2001) mandates, both special education teachers and students have new and higher expectations, for example, high stakes testing for students, requirement for highly qualified teachers, and accountability models, all impact the changing policies and procedures for principals to consider in order to form approaches for students with special needs.