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Layden, Selena J.; Lorio-Barsten, Daria; Coleman, Heather; Scott, LaRon A.; Horn, Annemarie L. – Journal of Special Education Leadership, 2023
Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge.…
Descriptors: Special Education, School Administration, Administrator Attitudes, Faculty Development
Layden, Selena J.; Maydosz, Ann S.; Crowson, Teresa G.; Horn, Annemarie L.; Working, Amanda Faye – Journal of Special Education Leadership, 2022
Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these…
Descriptors: Administrator Role, Autism, Pervasive Developmental Disorders, Evidence Based Practice
Walters, Charles; Plotner, Anthony; Allison, Makenzie; Mojica, Abigail – Journal of Special Education Leadership, 2022
The importance of self-determination and best practices in secondary transition serve as the basis for assertions that guardianship and the aims of special education are inherently conflicted. Few studies have explored the perspectives and experiences of special education administrators on the support of students with disabilities and their…
Descriptors: Administrator Attitudes, Special Education, Students with Disabilities, Family Involvement
White, Kendale M.; Hunter, William; Green, Reginald L.; Mueller, Christian E. – Journal of Special Education Leadership, 2021
Expectations of principals extend well beyond instructional leadership and include daily school operations, personnel management, government and public relations, finance concerns, professional development, and curriculum (Grissom & Loeb, 2011; National Association of Secondary School Principals, 2017; National Policy Board for Educational…
Descriptors: Principals, Instructional Leadership, Administrator Attitudes, Correlation
Cruz-González, Cristina; Lucena Rodríguez, Carmen; Domingo Segovia, Jesús; Mula Falcón, Javier – Journal of Special Education Leadership, 2021
As a result of the economic and social changes that have taken place in recent decades, the role of women in the workplace has changed significantly. The entry of women into traditionally masculine positions has supposed a dramatic cultural change (Inglehart & Baker, 2000). The present research aims to explore how gender influenced the female…
Descriptors: Principals, Women Administrators, Administrator Attitudes, Leadership Role
Oakley, Benjamin L. – Journal of Special Education Leadership, 2021
Approximately 11% of Michigan's roughly 199,620 elementary and secondary students are eligible for special education under Individuals with Disabilities Education Act (IDEA). Students with disabilities placed in a self-contained classroom by an individualized education program (IEP) committee are usually those in need of the most intense programs…
Descriptors: Communities of Practice, Faculty Development, Students with Disabilities, Special Education Teachers
Maggin, Daniel M.; Tejero Hughes, Marie; Passmore, Amanda; Kumm, Skip; Scaletta, Michael – Journal of Special Education Leadership, 2020
The number of students with disabilities educated in general education classrooms is increasing due to legislative mandates and the appreciation for the importance and positive impact of inclusion for all students (U.S. Department of Education, National Center for Education Statistics, 2019). In order to provide meaningful services to students…
Descriptors: Administrator Attitudes, Special Education, Teacher Leadership, Special Education Teachers
Bittner, Melissa; McNamara, Scott; Katz, Heather; Silliman-French, Lisa – Journal of Special Education Leadership, 2020
School administrators oversee and monitor specially designed programming for students with disabilities to ensure they receive appropriate services. School administrators, however, may be unprepared for the diverse roles that are needed to ensure students with disabilities receive an appropriate education (Edwards, 2012) including in adapted…
Descriptors: Administrator Attitudes, Adapted Physical Education, Students with Disabilities, Principals
Hussey, William J.; Thomas, Sherry H.; Anderson, Kelly; Algozzine, Bob – Journal of Special Education Leadership, 2019
As part of ongoing evaluation activities and continuous improvement, the Exceptional Children (EC) Division of the North Carolina Department of Public Instruction regularly reviews its efforts. This study was interested in documenting responsibilities, working conditions, and satisfaction of special education administrators as a basis for future…
Descriptors: Administrator Responsibility, Administrator Attitudes, Educational Administration, Special Education
Luckner, John L.; Movahedazarhouligh, Sara – Journal of Special Education Leadership, 2019
The purpose of this study was to conduct an initial investigation to examine the perceptions of a sample of special education administrators from a western state to identify the challenges they encounter that may negatively affect their ability to do their jobs well. It was anticipated that the results of the study would be of interest to faculty…
Descriptors: Special Education, Administrator Attitudes, Administrator Education, Professional Development
Fan, Chung-Hau; Gallup, Jennifer L.; Bocanegra, Joel O.; Wu, I-Chen; Zhang, Yanchen – Journal of Special Education Leadership, 2019
Little is known about how current special education administration preparation standards are perceived by special education personnel. This survey examined the perceived importance of the Council for Exceptional Children's most current standards for special education administration competencies from the perspectives of current special education…
Descriptors: Special Education, Administrators, Job Skills, Administrator Education
Boscardin, Mary Lynn; Rude, Harvey; Schulze, Rob; Tudryn, Patrick – Journal of Special Education Leadership, 2018
The purpose of this investigation was to better understand how administrators of special education prioritize leadership statements that are part of professional standards related to leading special education programs. The article begins by examining professional identities and professionalization of special education leadership and administration…
Descriptors: Special Education, Administrator Attitudes, Standards, Leadership
Miller, Kevin J. – Journal of Special Education Leadership, 2018
In this article, the author interviewed five former colleagues who were retired special education administrators about their careers and perspectives during the spring of 2012. They all worked for a regional education agency in Pennsylvania. The interviews revealed many challenges, from physical exhaustion to a changing organizational culture.…
Descriptors: Special Education, Educational Administration, Administrators, Administrator Attitudes
Thompson, Patrice A. – Journal of Special Education Leadership, 2017
In the state of Virginia, special education leadership within schools is provided by persons with supervision and administration endorsements. To obtain this endorsement in Virginia, an individual must have a master's degree from an accredited college or university, completed 3 years of full-time and successful teaching, satisfied the requirements…
Descriptors: Administrator Effectiveness, Special Education, Administrator Qualifications, Administrator Education
Lawson, Janelle E.; Knollman, Gregory A. – Journal of Special Education Leadership, 2017
The use of classroom observations within teacher evaluation systems is a national practice, but little research is available on the observation and evaluation of special educators' teaching. This study examined the perspectives of three school administrators, who did not have a background in special education, but had experience observing and…
Descriptors: Special Education Teachers, Teacher Evaluation, School Administration, Principals
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