1,531 research outputs found

    Special education administration: what does it take?

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    The purpose of this study was to learn about the practice of special education administration from veteran special education administrators. Research questions include: What institutional arrangements support special education administrators’ work? What personal and professional commitments keep special education administrators engaged in their practice? How do special education administrators manage the conflicts inherent in the position? What roles and functions are enacted by special education administrators in their school districts? A brief history of special education and the laws that have shaped the provision of services is given. Case law is examined in relation to components of the Individuals with Disabilities Education Act (2012) and how the results of case law have altered interpretations of the law. The multifaceted and complex roles of special education administrators are discussed. Eight special education administrators in North Carolina were interviewed individually. The interviews were audio recorded. Each participant verified their information by reading the transcript of their interview. Data was organized by codes, categories, and themes. Each theme was then viewed through Bolman and Deal’s (2013) four frames. Describing, examining, and explaining the practices of veteran special education administrators provide rich information to inform local school districts and preparation programs on the required skills and qualities to be successful as a special education administrator. Four major themes emerged across all the information: focus on the individual student and his/her needs, collaboration among school level personnel, effective communication and trusting relationships, and support for special education within and beyond the district. Each theme includes categories that elaborate on the complex practices of special education administrators. These practices are done with humility, patience, kindness, discernment, flexibility, self-confidence, and with a sense of humor. The skills and qualities potential special education administrators should possess or have the capacity to learn include a knowledge base of all the aspects of special education programming including the laws and policies; fiscal and budgetary knowledge; recruiting, hiring and retaining qualified personnel; and advocacy skills. Organization and program development skills are needed to implement the requirements of federal, state, and local laws and policies. Research skills are needed to stay abreast of current research and using data to make decisions. Conducting program evaluations to determine their effectiveness is needed. Providing and securing professional development for teachers, teaching assistants, parents, and all other service providers as well as finding resources are practices found in veteran special education administrators. Collaboration with a variety of stakeholders is necessary for successful special education programs. Ideas for future research include looking at student outcomes in relation to the amount of time the special education administrator has been in the position, how other central office staff turnover effect the special education administrator, and how well superintendents understand the role of a special education administrator

    UNH Launches Graduate Certificate in Special Education Administration to Address Critical Shortage in State

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    Special education administration in North Carolina: who is leading the field?

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    The purpose of this study was to survey special education administrators (N = 108) in North Carolina to identify their characteristics and factors that contribute to their staying or leaving the field. Variables included licensure, teaching experience, LEA information, and personal demographics as well as factors that would contribute to remaining or leaving the field of special education administration. Two open-ended questions addressed the least and most satisfying aspects of this role and important characteristics and knowledge needed to be effective. The majority of North Carolina special education administrators were female, Caucasian, and former special education teachers. Job satisfaction was ranked as the most significant factor for remaining in the field whereas lack of administrative support was ranked as the most significant factor for leaving. The least satisfying aspects of the job included lack of program funding, legally-related compliance issues, and communication issues. The most satisfying aspects included making a difference in the lives of students with disabilities and collaboration with colleagues and community. Knowledge noted as necessary for success in the field were knowledge of special education methodology and law as well as administrative/leadership skills. The findings of the study inform the growing issue of special education administrator attrition and assist state and local leaders as they recruit and retain current special education administrators to lead the delivery of special education

    Mentoring of Special Education Administrators

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    Mentoring powerfully develops human potential but little has been known about mentoring in special education administration. Because mentoring has a centuries-long record of success, because of the importance of special education administrators, and because of the paucity of empirical knowledge on mentoring in special education administration, this study examines mentoring in the special education administration community. The population for the study was approximately 1,465 practicing special education administrators in the state of California identified by the Center of Personnel Studies in Special Education (COPSSE). Electronic mail was used to introduce the on-line survey, Mentoring for Special Education Administrators. The instrument was a 19-item questionnaire designed specifically to address the research questions of the study. There were 158 who responded to the survey, out of which 142 surveys were used for analysis. Findings were described as frequencies, percentages, means, and standard deviations, as appropriate. To determine statistically significant differences between groups, ANOVA, including repeated-measures, and Chi-Square were used at a statistical significance threshold of p \u3c .05. A post-hoc Tukey\u27s least squared was used to localize for differences. Findings from this study indicate mentoring is flourishing within the special education community. About three-quarters of special education administrators are providing mentoring to non-administrative special education professionals, and about half are mentoring other special education administrators. There were no statistically significant differences in the rates of mentoring between males and females, and, no significant difference between mentoring and earlier acquisition of a special education administrative position. Special education administrators who have been mentored since entering special education administration were much more likely to mentor others. Psychosocial support was rated higher by those mentored than career development, but both functions were rated above average by respondents. Sharing one\u27s skills, professional obligation, and seeing someone succeed were found to be significant as encouragers to mentoring. On average, respondents disagreed with the impediments as deterrents to mentoring. Recommendations include more professional development activities inclusive of special education administrators, allowing individuals to make smoother, and more successful career transitions, without the isolation and lack of training that currently plagues the field of special education

    Special education administration : perceptions of current practice

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    vii, 82 leaves ; 29 cm. --The Alberta government has indicated that inclusion of special needs students is the preferred placement for children with disabilities. Inclusion refers to "the provision of services to students with disabilities including those with severe disabilities, in their neighborhood schools, in age appropriate regular education classes, with the necessary support services and supplemental aid for both children and teachers" (Kerzner-Lipsky and Gartner, 2000, p. 7). The purpose of this study is to examine the practice of inclusion through the perceptions of Resource Coordinating Teachers with respect to the support provided by the administration of the school. As an administrator myself, I hoped, through this research, to gain insight into those administrative practices that both help and hinder inclusion practices in schools. Twenty-six teachers responded to a questionnaire which covered such issues as the degree of support for inclusion from classroom teachers and administrators, the types of support that are in place, the successes and challenges of providing an inclusive education for special needs students, and the type of professional development that was occurring. In order to validate the responses given, follow up interviews were conducted with administrators. The results of the study indicate that there is support for inclusion at the administrative level, and that there is also support, with reservations, from classroom teachers. It was found that there are supports such as aide time in place for the benefit of both the students and the teachers and there are areas in need of improvement, such as more monetary and personnel support. Professional development was identified as an area which requires further planning and effective implementation in order to aid teachers in developing the expertise in educating students with special needs

    Special Education Administration in the Triple a Schools of Missouri

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    Educational Administratio

    คุณภาพชีวิตการทำงานของบุคลากรในโรงเรียนโสตศึกษา สังกัดสำนักบริหารงานการศึกษาพิเศษ Quality of Work life of Personnel in Schools for the Deaf Under Jurisdiction of Special Education Bureau

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    บทคัดย่อ การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษา       1) ระดับคุณภาพชีวิตการทำงานของบุคลากรในโรงเรียนโสตศึกษา สังกัดสำนักบริหารงานการศึกษาพิเศษ 2) เปรียบเทียบคุณภาพชีวิตการทำงานของบุคลากรในโรงเรียนโสตศึกษา สังกัดสำนักบริหารงานการศึกษาพิเศษ จำแนกตาม เพศ อายุ สถานภาพการสมรส ระดับการศึกษา ตำแหน่งหน้าที่ประสบการณ์การทำงาน และระดับเงินเดือน 3) ศึกษาแนวทางการพัฒนาคุณภาพชีวิตการทำงานของบุคลากรในโรงเรียนโสตศึกษา กลุ่มตัวอย่างได้แก่ผู้บริหารสถานศึกษา ได้มาโดยการเลือกแบบเจาะจง จำนวน 15 คน และครูผู้สอนในโรงเรียนโสตศึกษา ได้มาโดยวิธีการสุ่มอย่างง่าย จำนวน 152 คน รวมทั้งสิ้น 167 คน ผลการวิจัยพบว่า บุคลากรในโรงเรียนโสตศึกษา สังกัดสำนักบริหารงานการศึกษาพิเศษ มีความคิดเห็นว่า คุณภาพชีวิตการทำงานของบุคลากรในโรงเรียนโสตศึกษา สังกัดสำนักบริหารงานการศึกษาพิเศษ โดยภาพรวมมีค่าเฉลี่ยอยู่ในระดับมาก เมื่อพิจารณาเป็นรายด้านพบว่า มีค่าเฉลี่ยอยู่ในระดับมากทุกด้าน โดยเรียงลำดับจากมากไปหาน้อยได้แก่ ด้านความรวดเร็วในการปฏิบัติงานและลักษณะงานที่เป็นงานประจำ ด้านภาระงานและหน้าที่รับผิดชอบ ด้านความเป็นอิสระทางวิชาการ ด้านการติดต่อประสานงานกับบุคลากรอื่น และด้านโอกาสก้าวหน้า   ของบุคลากร ผลการเปรียบเทียบคุณภาพชีวิตการทำงานของบุคลากรในโรงเรียนโสตศึกษา สังกัดสำนักบริหารงานการศึกษาพิเศษ จำแนกตาม เพศ อายุ สถานภาพการสมรส ระดับการศึกษา ตำแหน่งหน้าที่ ประสบการณ์การทำงาน และระดับเงินเดือน พบว่าโดยรวมและรายด้านไม่แตกต่างกัน คำสำคัญ: คุณภาพชีวิตการทำงาน โรงเรียนโสตศึกษา Abstract The research aimed to study: 1) The quality of work life of employees in Deaf School under the bureau of special education administration 2) Compared the quality of work life of employees in Deaf School under the bureau of special education administration classified by sex, age, marital status, education level, position, work experience and salary3) Guidelines for developing the quality of work life of employees in Deaf School under the bureau of special education administration. The research sampling consisted of 15 administrators and152 teachers of Deaf School, total of 167 persons.The findings of this research revealed that the average of overall was at high level. Considering from each side, average of every side was at high level by ranking from the highest to the lowest mean as follows ; work speed and routine, work complexity, autonomy, task-related interaction and personal growth opportunity.   Keywords: The quality of work life, deaf schoo

    Kids Through College: How Helena-West Helena and KIPP Delta are Serving ALL Students

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    Two years ago, KIPP Through College advisors from KIPP Delta Collegiate High School started working at Central High in Helena. What’s happened since reveals the power of collaboration and suggests best practices for all schools

    Integration in the Little Rock Area, Part 1: Demographic Trends in Enrollment

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    School integration has been a contentious policy issue in Little Rock since the 1950s. Recent charter expansions have raised questions about the current level of integration in public schools (charter and traditional) in the Little Rock Area. As an introduction to this work, we begin by examining broad changes in enrollment before we drill down in later briefs and study the impacts of individual move

    Aspire in Arkansas?

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    On June 22, 2015, Governor Hutchinson communicated with Johnny Key, State Commissioner of Education, his request for the state’s removal from PARCC by June 30th. This back and forth over student assessment has raised many questions for educators, students, and parents. This brief will review the history behind annual assessments, address the differences between PARCC and ACT/ACT Aspire, and suggest the scores Arkansas’ students would receive if ACT Aspire is administered next school yea
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