Special Education Administration Competencies Required of the General Education Administrator

Nevin, Ann

doi:10.1177/001440297904500507

Cited by 7 publications

(4 citation statements)

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“…Il doit créer le climat organisationnel permettant d'arriver à cette fin. Il doit aussi motiver les intervenants spécialisés, tel que l'orthopédagogue ou le psychologue scolaire à mettre en place des programmes individualisés d'enseignement pour les enfants en difficulté (Nevin, 1979). (Klopf, 1979).…”

Section: Cette Formation Cet Apport De Nouvelles Ressources Suppose unclassified

Étude comparative des habiletés requises pour effectuer l’intégration scolaire des enfants en difficulté

Brunet

Goupil

2009

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La réussite des politiques d’intégration des enfants en difficulté d’adaptation et d’apprentissage exige de la part des maîtres en exercice de posséder certaines habiletés spécifiques et de la part des directions d’école une perception positive de ces habiletés chez leurs enseignants. Les résultats de cette recherche démontrent que les maîtres en exercice ne se perçoivent que moyennement habilités pour procéder à l’intégration des enfants en difficulté. Les résultats obtenus indiquent également que les directions d’école ont une perception un peu négative des habiletés de leurs enseignants pour mener à bien un tel projet.The success of mainstreaming children with learning disabilities is dependant on two requirements: that teachers possess specific skills and that school administrators (principals) have a positive perception of these skills. The results of this study show that teachers perceive themselves as having average competence in the various skills evaluated regarding mainstreaming and that school administrators have a slightly negative perception of their teachers' skills.El éxito de las políticas de integración de los niños con dificultades de adaptación y de aprendizaje exige que los maestros en ejercicio posedan ciertas habilidades específicas y que las direcciones escolares tengan una percepción positiva de aquellas habilidades en los maestros. Los resultados de esta investigación demuestran que los maestros se perciben como medianamente aptos a integrar niños con dificultades. Los resultados obtenidos indican igualmente que las direcciones escolares tienen una percepción más bien negativa de las habilidades de sus profesores para llevar a cabo un tal proyecto.Der Erfolg der Bestrebungen, die Kinder mit Anpassungs- und Lernschwierigkeiten in reguläre Klassen einzugliedern, erfordert seitens der unterrichtenden Lehrkräfte gewisse spezifische Fähigkeiten und seitens der Schulleitung eine wohlwollende Betrachtungsweise ebendieser Fähigkeiten ihrer Lehrkräfte. Die Ergebnisse der vorliegenden Untersuchung zeigen, dass die unterrichtenden Lehrkräfte sich als nur mittelmässig befähigt betrachten, um die Eingliederung der schwierigen Kinder vorzunehmen. Die Ergebnisse zeigen auch, dass die Schulleitungen eine etwas negative Auffassung von den Fähigkeiten ihrer Lehrkräfte bezüglich der erfolgreichen Erfüllung einer solchen Aufgabe haben

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Section: Cette Formation Cet Apport De Nouvelles Ressources Suppose unclassified

Étude comparative des habiletés requises pour effectuer l’intégration scolaire des enfants en difficulté

Brunet

Goupil

2009

rse

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“…The extent of the changes in the special education administrator's role can best be seen in the evolution of a distinct set of competencies required to perform satisfactorily in such a role, as noted by Gearheart (1977) and Nevin (1979). More recently, Mayer (1982) noted nine distinct roles required of the special education administrator as well as 50 director functions within those nine roles.…”

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confidence: 98%

State Certification-Endorsement Requirements for Special Education Administrators

Prillaman

Richardson

1985

J Spec Educ

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This study reviewed the certification-endorsement requirements for special education administrators in all 50 states and the District of Columbia. Since the passage of PL 94-142 in 1975, only one similar study had been carried out, and results from that study were inconclusive. Results of this study indicated that 38 of the 51 respondents had increased their certification-endorsement requirements since 1975, though a causal relationship could not be established. The authors called for a substantial upgrading in the preparation of special education leadership personnel in an effort to meet the increasing demands placed on those administrators.

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“…Transportation responsibilities In addition to the small body of literature dealing with the skills of special education administrators, two investigations sought to identify necessary competencies of regular education administrators. Nevin (1979) polled regular education administrators to ascertain what special education competencies they needed to implement special education programs according to PL 94-142. Advocacy, leadership functions, and technical knowledge related to the handicapped child's educational program were identified as essential areas of kn ledge and skill.…”

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confidence: 99%

“…They did, however, indicate a desire for higher education institutions to be available to provide technical assistance in designing, conducting, and reporting research efforts. Nevin (1979) concluded that special education administrative training systems must be carefully negotiated between field personnel and higher education in order to achieve both cognitive and procedural competencies. Other studies in a similar vein have reinforced this position (Davis, 1980;Jones, Gottlieb, Guskin, & Yoshida, 1978).…”

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confidence: 99%

Colorado Special Education Administrative Competencies

Rude

Sasso

1988

Teacher Education and Special Education: The Journal of the Tea

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There is great variation in the competencies required by states that certify individuals as special education administrators. Approximately one-half of all states require separate certification competencies for special education administrators as compared to general education administrators. Special education directors in the state of Colorado, a state that requires separate certification, were asked to rank 16 competency statements that comprise the stateapproved endorsement program for special education directors. The results were analyzed in terms of agency type, size, and population density. Implications are discussed for the various significant differences identified.Increased emphasis on quality cost-effective programming in the current special education arena dictates that those individuals entrusted with the responsibility of administering special education services have the managerial skills and personal competencies that will generate favorable long-term outcomes for consumers (Sage & Burrello, 1986). Unfortunately, there is a paucity of state-of-the-art literature and research to direct quality programming decisions by special education administrators. PERSONAL AN ORGANIZATIONAL Burrello and Zadnik (1985), however, provided information on the personal and organizational qualities perceived as critical success factors (CSF) by special education administrators themselves. The quality of direct services and the director's role in the total school district hierarchy and community were identified as critical organizational and personal success factors. In a related work, Robson

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Special Education Administration Competencies Required of the General Education Administrator

Cited by 7 publications

References 3 publications

Étude comparative des habiletés requises pour effectuer l’intégration scolaire des enfants en difficulté

Étude comparative des habiletés requises pour effectuer l’intégration scolaire des enfants en difficulté

State Certification-Endorsement Requirements for Special Education Administrators

Colorado Special Education Administrative Competencies

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