School Administrators' Lived Experiences with the Special Education Process: A Phenomenological Study

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Autor/in	Bastek-Jones, Kelly Blanche
Titel	School Administrators' Lived Experiences with the Special Education Process: A Phenomenological Study
Quelle	(2023), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-4786-7
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Individualized Education Programs; Administrators; Knowledge Level; Students with Disabilities; Administrator Attitudes; Participation; Administrator Education; Public Schools; Parent School Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Wissensbasis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teilnahme; Public school; Öffentliche Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	School administrators are required to serve on Individualized Education Program (IEP) teams, yet many do not have the special education content knowledge and training to successfully participate in the special education process. With the accountability measures enacted by the Every Student Succeeds Act, a school administrator's performance is dependent upon the academic success of all students within their building, including students with disabilities. Throughout the special education process, particularly during an IEP meeting, school administrators must be able to ensure that students are receiving appropriate services in the least restrictive environment to foster academic success. The purpose of this phenomenological study is to explore the lived experiences of public school administrators without formal training in special education to understand their capacity to fully participate as an IEP team member. The study seeks to understand public school administrators', without formal training in special education, capacity to participate in the special education process. The study will specifically focus on school administrators' participation in evaluation meetings, reevaluation meetings, and annual IEP meetings. The study will also highlight the participants' perceptions of the preparation they received through their administrator preparation programs and professional development within their own districts that assisted in their ability to meaningfully participate in the special education process and how this participation encouraged or furthered steps towards community engagement. The following research questions guided this study: 1. How do public school administrators without formal training in special education describe how prepared they feel to meaningfully participate in the special education process? 2. How do public school administrators without formal training in special education describe their capacity to contribute to the determination of the least restrictive environment for students with disabilities during the IEP process? 3. How do public school administrators without formal training in special education engage families of students with disabilities within the school community? This study has the potential to provide information that may strengthen the capacity of IEP team members without formal special education training to serve all students with disabilities with fidelity, provide school leaders critical information that can assist them in avoiding being sanctioned and required to undergo due process, and highlight the connection between a school administrator involved in the special education process and community engagement. [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