Secondary School Administrators' Perceptions of Their Preparedness in the Areas of Special Education: Implications for School Administrative Preparation Programs

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Autor/in	Auletta, Patricia A.
Titel	Secondary School Administrators' Perceptions of Their Preparedness in the Areas of Special Education: Implications for School Administrative Preparation Programs
Quelle	(2018), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-2170-4
Schlagwörter	Hochschulschrift; Dissertation; Administrator Education; Administrator Attitudes; Systems Approach; Secondary Schools; Suburban Schools; Special Education; Special Needs Students; Educational Legislation; Educational History; Secondary School Students; Access to Education; Disabilities; School Buildings; School Districts; Certification; Faculty Development; Instructional Leadership; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Systemischer Ansatz; Sekundarschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Bildungsrecht; Schulgesetz; History of education; Bildungsgeschichte; Sekundarschüler; Education; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; School building; Schulgebäude; School district; Schulbezirk; Abschlusszeugnis; Zertifizierung; Instruction; Leadership; Erziehung; Führung
Abstract	This quantitative study examined the extent to which secondary level school building leaders in a suburban region of New York state perceive their preparedness for the special education students, as well as the special education-associated laws, mandates, programs, staff, and management issues they encountered in the mainstream, public secondary school building. Research questions sought to explore the special education specific content available in administrative preparation programs, changes in the roles and responsibilities of school building leaders due to these special education laws and mandates, and the perceptions of current school leaders regarding the adequacy of their preparation. The conceptual and theoretical frameworks were based upon Peter Senge's Systems Thinking theory, which seeks to examine and understand a system by looking at the interrelatedness and interdependence of its parts. Historically, special education students and issues were housed, overseen and handled separately from students without disabilities. As landmark legislation and mandates have gradually been put in place to guarantee access to education in the least restrictive environment (LRE) for individuals with disabilities, special education can no longer be examined, administrated, or structured outside the "system" of mainstream public schools. Systems Thinking is necessary to ensure that school building leaders are prepared to lead their entire building and all components within it. Data for the study were collected using online surveys sent to building leaders in the secondary school buildings of 103 school districts on Long Island, New York. The study found that most School Building Leader advanced certificate programs in New York contained no special education-specific coursework. The few that did either required one class or offered one elective course. Surveys distributed in this study found that while school building administrators in secondary schools on Long Island, New York had generally positive attitudes towards special education students and programs within their buildings, the majority of administrators surveyed did not consider that they had been adequately prepared by their SBL programs for special education leadership. Given the responses, respondents feel that more on-going professional development for school building leaders is needed in the area of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01