Principals’ Perceptions of Needs in Hispanic Special Education

Abstract

This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention. ResumenEste estudio de metodologìa mixta uso el cuestionario de Frost y Kersten para responder a las preguntas: 1) ¿Perciben los directores de escuelas predominantemente hispanas tener conocimiento adecuado en educación especial? 2) ¿En que areas están estos directores mas involucrados con maestros de educación especial? 3) ¿Que sugerencias tienen estos directores para el programa de preparación de directores de escuelas? La recomendación mas frecuente fue la instrucción en el area de leyes sobre educación especial, sección 504, y respuestas a intervenciones.

Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?

“…A frequently unmet administrative training need in school candidate preparation is detailed guidance on specific ways to meet federal and state expectations for special education delivery (Frost & Kersten, 2011; Roberts & Guerra, 2017; The Wallace Foundation Report, 2016). Without a strong foundation in working with diverse student populations, the school leader is poorly equipped for her/his task of instructional design for all students (Othman & Kiernan, 2013); (Barnett & Monda-Amaya, 1998).…”

“…Evidence suggests that school leaders participating in post-certification training particularly in programs for classified students significantly increased their feelings of comfortability in program improvement (Othman & Kiernan, 2013). Another study suggests that the principals’ greatest need was the knowledge to design curriculum appropriate for students with disabilities with experienced staff (Roberts & Guerra, 2017).…”

“…Given the current need to measure heightened student competency for all (Yacuz, 2016), schools are judged on their ability to have "special education students achieve at pre-established benchmarks" (p. 12). With the federally mandated, Every Student Succeeds Act (ESSA) mandating accountability, evidence to prove academic growth for all students becomes more crucial (Roberts & Guerra, 2017).…”

“…There are three traditional ways through which a school leader can reach mastery of inclusive education practices (Barringer et al, 2017). School leader preparation programs are designed to prepare candidate to enter the profession equipped with a functional knowledge of the whole education process (Roberts & Guerra, 2017). Principals can also gain also competency by working with all student classifications through localized in-district coaching or in-house training programs (Lynch, 2012).…”

Perceptions of special education training as viewed by northwest Missouri high school principals and Missouri university leaders

“…The role of the principal has been historically viewed as a middle--management position that deals with budgeting, student discipline, rule making, facility decisions and the general management of teachers and students (Brazer andBauer, 2013 andWahlstrom, Louis, Leithwood andAnderson, 2010). That has largely changed because of the mandates from the No Child Left Behind Act of 2003 and again with the reissuance of Every Student Succeeds Act in 2016 (Roberts & Guerra, 2017). States, school districts and individual schools are being held more accountable for all student achievement scores, college and career readiness, attendance, etc.…”