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Principals' knowledge of special education policies and procedures

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Date Issued:
2012
Summary:
Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
Title: Principals' knowledge of special education policies and procedures: does it matter in leadership?.
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Name(s): Jesteadt, Lindsay.
College of Education
Department of Educational Leadership and Research Methodology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2012
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: xii, 169 p. : ill.
Language(s): English
Summary: Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
Identifier: 820353105 (oclc), 3355571 (digitool), FADT3355571 (IID), fau:3942 (fedora)
Note(s): by Lindsay Jesteadt.
Thesis (Ph.D.)--Florida Atlantic University, 2012.
Includes bibliography.
Mode of access: World Wide Web.
System requirements: Adobe Reader.
Subject(s): United States.
United States.
School improvement programs -- Florida
Educational leadership -- Florida
Learning disabled children -- Education -- Florida
School principals -- In-service training
Response to intervention (Learning disabled children)
Held by: FBoU FAUER
Persistent Link to This Record: http://purl.flvc.org/FAU/3355571
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Owner Institution: FAU