Principals’ Perceptions of their Knowledge in Special Education

Authors

Maria Banda Roberts
Federico Guerra, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

3-20-2017

Abstract

With the Every Student Succeeds Act continuing to legislate accountability for special education and Hispanic students, the appropriate content in principal preparation programs relevant to successful leadership of special education programs is vital. This mixed methods study analyzed the survey responses of 84 principals in South Texas from predominantly Hispanic schools to determine the principals’ perceptions regarding their legal, foundational, and contextual knowledge of special education and their suggested topics for inclusion in curriculum content of principal preparation programs to provide the necessary knowledge and skills to effectively implement and supervise special education programs. Results indicated that the principals’ greatest need was in knowledge to design curriculum for students with disabilities, however, the most frequent recommendation for inclusion in principal preparation was additional content in special education laws, Section 504, and Response to Intervention. Recommendations for principal preparation were based on the lowest areas of knowledge indicated by the responses.

Comments

Copyright The author(s) and Current Issues in Education (CIE)

Recommended Citation

Roberts, M. B., & Guerra, Jr. (2017). Principals’ perceptions of their knowledge in special education. Current Issues in Education, 20(1). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1567

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Publication Title

Current Issues in Education