A Case Study of Inclusive Leadership Competencies for Building-Level Administrators in Elementary School

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Autor/in	Touassi, Amy Safia
Titel	A Case Study of Inclusive Leadership Competencies for Building-Level Administrators in Elementary School
Quelle	(2020), (160 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Xavier University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7806-4810-9
Schlagwörter	Hochschulschrift; Dissertation; Administrator Responsibility; Administrator Effectiveness; Inclusion; Students with Disabilities; Suburban Schools; Stakeholders; Attitudes; Knowledge Level; Leadership Qualities; Special Education; Program Evaluation; Data Use; Decision Making; Administrator Attitudes; Principals + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Attitude; Einstellung; Verhalten; Wissensbasis; Führungseigenschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; Programme evaluation; Programmevaluation; Decision-making; Entscheidungsfindung; Principal; Schulleiter
Abstract	This exploratory case study identified administrative competencies that multiple stakeholders perceive to be important for fostering an inclusive and accessible learning environment for students with disabilities in a small, suburban school district located in Southwest Ohio. It consists of a comparative assessment of stakeholder perceptions of core administrative competencies including both knowledge and skills for leaders of special education programs as defined by the Council for Exceptional Children's (CEC's) standards. To investigate Research Question 1, this study utilized a survey to gauge the importance of each standard to multiple stakeholders in the educational process. Research Question 2 was investigated through open-ended survey questions asking stakeholders to provide additional competencies that they feel need to include the CEC standards in order to develop a more comprehensive list of inclusive leadership. Notably, data gleaned from quantitative analysis found that the administrators group marked higher priority than special education teachers and parents on the two competencies pertaining to 1) ongoing evaluations of Special Education programs (SPED) and personnel, and 2) data driven decision making regarding SPED programs and services. Further, overall school administrators tended to mark high priority on the multiple sets of survey items related to the skills compared with the other stakeholder groups. The findings for Research Question 1 suggest that future research should revolve around developing ways to assess SPED programs, services, and staff as well as reliable, consistent data sources to base these and other decisions pertaining to SPED programs upon. Another possible avenue of inquiry would be to seek to understand special education teachers varying perspectives regarding the priority they place on the individual CEC standards. Data regarding Research Question 2 yielded novel practices; knowledge items that emerged from the research included discipline, co-teaching, and behavior management as they pertain to special education students. Skill items which emerged from the qualitative analysis included behavior management, co-teaching, and professional development specifically for general education teachers working with special education populations. Findings for Research Question 2 suggest future research that entails securing a larger participant pool to assess the utility of these potential additions at the state or national level. Another avenue of research would involve specifically asking diverse stakeholders if the suggestions gleaned from the survey should be formalized into the reissuance of the CEC standards. [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	2024/1/01