Special Education Administrators in the United States

Arick, Joel; Krug, David

doi:10.1177/002246699302700306

Cited by 14 publications

(24 citation statements)

References 4 publications

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“…Several research studies have highlighted that school officials, albeit professing agreement with the 'philosophy' of inclusion, seem to worry especially about environmental barriers, lack of experience in dealing with disability, the amount of time teachers may need to deal with such individuals, and the disadvantages that it could procure children without disability in the class (30)(31)(32)(33).…”

Section: The Role Of Teachersmentioning

confidence: 99%

Facilitating school inclusion

Nota¹,

Ferrari²,

Soresi³

2006

International Journal on Disability and Human Development

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Inclusion implies the overcoming of sociocultural prejudices and marginalizing social barriers and the solution of technical, organizational, educational, and rehabilitation problems. For inclusion to happen, it is necessary to realize efficacious programs capable of significantly improving the situations of individuals that need help, but also for changing the attitudes stirred up by their presence within the social context. Research studies showed that when parents of disabled children start to experience the advantages of school inclusion, they also start to have consistently more positive attitudes to this condition than parents of children in special education schools. Also significant is the role of parents of non-disabled children, their attitudes seem able to characterize their children's attitudes, mediating, and facilitating the inclusion. As to teachers, although they do show agreement on the value of inclusion, they also tend to lament a number of difficulties does not by itself produce satisfactory interactions with peers. The efforts of researchers and professionals aiming at decreasing perplexities and increasing competencies should be channelled the task of implementing inclusion. Their action should also focus on guaranteeing the collaboration of the school children without disability and their parents, that is to say those individuals that can have a role of mediation and facilitation tlo inclusion

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Section: The Role Of Teachersmentioning

confidence: 99%

Facilitating school inclusion

Nota¹,

Ferrari²,

Soresi³

2006

International Journal on Disability and Human Development

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“…At a time when there are few answers, the Center on Personnel Studies in Special Education (COPSSE) found it prudent to convene a panel of nationally recognized experts to develop a national research agenda that would address areas affecting the delivery of special education services that have received little or no attention in the research literature. Previous research in the administration of special education programs has considered administrative shortages (Arick & Krug, 1993;U.S. Department of Education, 2000), inservice needs (Monteith, 2000;Wald, 1998), certification and licensure (Prillaman & Richardson, 1985;Stile, Abernathy, & Pettibone, 1986;Valesky & Hirth, 1991), special education finance and costs (Chambers, 1998;Goertz, 1999;Parrish, 2001;Parrish & Bitter, 2003;Putnam, Luiselli, Sennett, & Malonson, 2002), legal issues (Green & Sireci, 1999;Huefner, 2000;Katsiyannis & Yell, 2002;Katsiyannis, Yell, & Bradley, 2001), and staff retention strategies (Billingsley, Gersten, Gillman, & Morvant, 1995;Carlson & Billingsley, 2001;Gersten, Gillman, Morvant, & Billingsley, 1995a, 1995bKozleski, Mainzer, & Deschler, 2000).…”

Section: A Research Agenda For Special Education Administrationmentioning

confidence: 99%

Transforming Administration to Support Science in the Schoolhouse for Students with Disabilities

Boscardin

2004

J Learn Disabil

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I examine the role that administrators play in facilitating the development, adoption, use, and evaluation of scientifically based interventions within the school culture to support the educational outcomes of students with learning disabilities (LD). Two ways of transforming the administrative role to support science in the schoolhouse are presented; one considers the importance of including language in future legislation that acknowledges the role of administrators in school reform, and the other focuses on establishing a national research agenda addressing issues of leadership and special education. I argue that these 2 venues should serve to identify and to stimulate the use of evidence-based administrative practices that ultimately increase educational outcomes for students with LD, improve teacher instruction, and transform the leadership mission.

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“…Regarding the role of the special education administrator in relation to the school organization, some studies reported in the literature have concentrated on the perception of the role that could lead to problems of role conflict and ambiguity (Anastasio & Sage, 1982;Arick & Krug, 1993;Berry & Sistrunk, 1989;Bobay, 1973;Duncan & Hill, 1979;Hartley, 1991;Herbert & Miller, 1985;Mazor, 1977;Ponder, 1994;Robson, 1981;Spriggs, 1972;Sullivan, 1986;Walker, 1988). Spriggs (1972) analyzed Minnesota special education administrators and reported that responsibilities and accountability assigned to the position often exceed the authority granted to perform the position.…”

Section: The Special Education Administratormentioning

confidence: 99%

“…conducted in 1993 by Arick and Krug. This study attempted to identify priorities for training (Arick & Krug, 1993). Of the randomly selected special education directors, 1468 completed surveys were received (Arick & Krug, 1993).…”

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confidence: 99%

“…This study attempted to identify priorities for training (Arick & Krug, 1993). Of the randomly selected special education directors, 1468 completed surveys were received (Arick & Krug, 1993). The results of the study were organized into four areas: (a) current and projected administrative personnel needs; (b) preparation quality of special education administrative personnel; (c) training needs of special education administrative personnel; and (d) description and analysis of the administrative policies/practices regarding mainstreaming student with disabilities (Arick & Krug, 1993).…”

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confidence: 99%

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The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia

Porter¹

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This study examined the expectations held by key administrative personnel within West Virginia public schools regarding the role of the special education administrator. Existing differences in perception of the administrative functions of the special education administrator in West Virginia among and within groups of superintendents, principals, and special education administrators were investigated. Forty administrative tasks organized into seven administrative activities were examined in order to identify potential areas of conflict between the school system administrators. The responses analyzed pertained to both the perceived performance and the perceived importance of each administrative task. The West Virginia school personnel that participated in this study included: (1) all 55 county superintendents of schools, (2) all 55 persons identified as special education administrators and (3) a random sample of 150 West Virginia public school principals. The survey instrument used was the revised Newman instrument. For the current study, the Newman instrument was revised to reflect changes in special education that have occurred since the instrument was used 12 years ago in the Sullivan (1986) study. An Analysis of Variance (ANOVA) was used to answer research questions one through fourteen and an alpha level of 0.05 was set as the criteria for determining significance. Analysis of the data indicated: 1. There were significant differences among the three groups of administrators on nine of the fourteen research questions. 2. There were significant differences among the three groups of administrators regarding the perceived performance of 28 of the 40 tasks and the perceived degree of importance of 14 of the 40 tasks contained within the seven administrative functions 3. The significant pairing included the superintendents and the principal and the special education administrator and principal. iii ACKNOWLEDGMENTS Completion of a doctoral program is not an individual effort. In my case I want to thank my good friends and comrades in the doctoral program, Chuck Bethel and Rudy Pauley. Rudy, thanks for the push every time I seemed to need it during the dissertation process. I want to thank my committee members Dr. Phyllis Durden, Dr. Barbara Kean and Dr. Ron Childress for their great support. Special thanks are owed to Dr. Mike Sullivan for entrusting me with the replication of his dissertation and Dr. Powell Toth for his guidance and support throughout my time in the doctoral program. Thanks are also due to Dr. Mike Cunningham for his great generosity with his expertise and his time. I want to thank my family for their support and patience. My parents, Doris Leary and Dr. Paul A. Leary, have been helpful to me in ways too numerous to list. They instilled in me the desire to have goals and the discipline to work to achieve them. Without that, I would not have been able to complete this program. My daughters, Emily and Grace, have been a source of encouragement and support. My group of extended family and friends has e...

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Special Education Administrators in the United States

Cited by 14 publications

References 4 publications

Facilitating school inclusion

Facilitating school inclusion

Transforming Administration to Support Science in the Schoolhouse for Students with Disabilities

The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia

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