Special elements and values needed in leadership for special education

Educational leadership is very important in determining the success of an educational organization, especially in schools. Effective leadership is more needed when it involves more challenging and diverse situations such as in special education. Many competent school leaders have succeeded in making the school organizations they lead as successful. Nevertheless, the same leaders are seen to be less effective on leadership in special education. Therefore, this study was conducted to explore the elements and added value that a leader must have to lead special education effectively. This qualitative study was conducted by involving an interview session with 20 special education teachers in the state of Johor, Malaysia. Their perceptions and opinions are analyzed to obtain the relevant elements and added value. As a result of the thematic analysis conducted, there are five additional elements that need to be practiced by special education leaders in schools in each situation, namely loving, caring, sensitive, friendly and cooperative network. These five elements were agreed upon by the respondents involved and should be given attention in every decision made by leaders in special education. It is hoped that the findings of this study can help special education leaders in schools to practice effective leadership and in turn lead the continued success of special education

Meta analysis for special education leadership in Malaysia

The leadership of the headmaster as the school's chief administrator is crucial in determining the school's direction of success. Practiced leadership also reflects school culture and teachers' performance. This will help to ensure the success of the students. School leadership is synonymous with a variety of styles such as autocratic, democratic, Laissez Faire, transformational, distributive, instructional and many other styles of leadership. All of these leadership styles also occur in the community of schools with special education programs and special needs students. This meta-analysis was conducted to explore previous studies on special education leadership in Malaysia from 2011 to 2020. Although there are many studies on special education leadership abroad, there are still few studies in Malaysia. Based on the search, there are only seven studies published on special education leadership in Malaysia. The analysis conducted for these seven studies found that there are certain elements in explaining special education leadership in Malaysia. These studies also found that special education teachers in primary and secondary schools involved. In addition, this study also focused on the main findings of each study conducted. This study also examines the methodology of the study used. The findings of this study are intended to help future researchers conduct research on special education leadership in Malaysia. In addition, this analysis also suggests some ideas for further research

Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on implementation of individual education plan

Teacher competence has always been cited as an important aspect in the implementation of policies set by the government. In the field of special education, teacher competence is a requirement in the development of special needs students (SNS). One of the key things that requires teachers to be competent is to implement an individual education plan (IEP). This study aims to explore the key elements that need to be addressed in the area of teacher competence to achieve effective IEP implementation aspirations for SNS. This study fully utilizes a qualitative approach with interviews as a means of collecting data. Interviews were conducted with 11 respondents comprising teachers of the Special Education Integration Program (SEIP) for national type schools (NTS) in the state of Johor. The selected respondents represented each district within the state of Johor, Malaysia. Interview transcripts generated from the interview sessions, then undergo a thematic analysis process for the purpose of acquiring related elements. The findings show that there are four key elements for the construct of teachers' competencies in the implementation of IEP, namely, knowledge, skills, experience and qualification. The results of this study can be referenced by SEIP teachers for NTS in Johor to produce effective IEPs for SNS

Special education unique leadership style: the concept

Leadership style is often a hot topic in determining the stability of an organization. The leadership style practiced by the leader will push an organization to move with its own mold. If the right leadership style is practiced and appropriate to the situation, then the likelihood of seeing harmony in an organization is very high. With leadership style as well, the work environment will be determined according to the leadership mold practiced by leaders for an organization. Successful leadership can also shape the success of the organization it leads. Discussions related to these leadership styles go beyond the scope of a very broad range of fields. This is because leadership is needed for everything. Starting from the smallest leadership for yourself to the leadership of a country. As such, it is undeniable that education also requires effective leadership. Starting from the following reasons, it is certainly a great responsibility of educational leadership, especially to those who lead the school, to determine the appropriate leadership style in designing a good success for the school led

Analysis of the study of individual education plans in special education

The Individual Education Plan (IEP) is an important plan in determining the learning direction of students with special needs (SSN) in school. Good planning, thoroughness and meeting the needs of students can produce the right students. Through certain practices and also taking into account the level of ability of students with special needs, IEP is seen to be able to provide a good impact in the learning process of SSN. The planning of this IEP is a combination of ideas and collaborations of stakeholders such as schools, teachers, SSN and also SSN parents. The combination of ideas for all parties can help teachers in planning programs and interventions that coincide with SSN. There are many studies that discuss IEP that are conducted either locally or abroad. The analysis of the studies that have been conducted is able to provide insights to other researchers in an effort to fill the gaps in academics and in turn help researchers in making meaningful contributions. The analysis conducted involved seven studies related to IEP. The results of the study found that a good IEP should focus on a clear, achievable and carefully planned direction. These findings provide useful implications in determining subsequent studies