School Principals' Opinions about Special Education Services

Autor/inn/en	Sun, Anna Q.; Xin, Joy F.
Titel	School Principals' Opinions about Special Education Services
Quelle	In: Preventing School Failure, 64 (2020) 2, S.106-115 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1681354
Schlagwörter	Principals; Administrator Attitudes; Special Education; Leadership Responsibility; Knowledge Level; Gender Differences; Institutional Characteristics; Correlation; Experience; Students with Disabilities; Elementary Secondary Education; Federal Legislation; Educational Legislation; Response to Intervention; Public Schools; Legal Responsibility; Positive Behavior Supports; Individualized Education Programs; Administrator Education; Training + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Special needs education; Sonderpädagogik; Sonderschulwesen; Wissensbasis; Geschlechterkonflikt; Korrelation; Erfahrung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Public school; Öffentliche Schule; Strafmündigkeit; Individualized education program; Individualisierendes Lernen; Ausbildung
Abstract	This study investigated school principals' opinions of their knowledge, skills, and leadership roles in providing services and support to students with special needs. A total of 134 respondents were included. Responses were analyzed into 4 factors; leadership in special education, leadership knowledge, leadership support, and leadership decision. Results indicate that principals have limited knowledge of special education and have not been fully engaged in special education in their leadership practice. In addition, their understanding of special education, and their experiences are related to their practice, but their gender, levels of schools they employed are not correlated with their practice. Higher education leadership programs including special education content is encouraged in order to prepare more school leaders to better support teachers and students in special education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01