Special Education Administrators’ Perceptions of Responsibilities and Challenges

Juanell D Isaac, Teresa M Starrett, Jane B Pemberton

Abstract


 Special education administrators play a vital role in assuring the identification and provision of services to meet the needs of students with disabilities in the least restrictive environment (LRE).  This study examined the differences in responsibilities and challenges between special education administrators in rural, suburban, and urban school districts in the state of Texas.  Quantitative data was collected through surveys from 152 special education administrators in the state of Texas.  A comparative study was conducted using cross tabulation, frequency, and percentage tables.  Results of this study indicate there are significant differences (p=<.05) in the responsibilities and level of challenges between special education administrators in rural, suburban, and urban school districts in the areas of collaboration between general education and special education, contracting with outside providers for special services (i.e. OT, PT, music therapy), monitoring staff caseloads, providing access to appropriate materials needed for instruction, participating in the development of district goals and objectives, serving as a resource person in the design and equipping of facilities for students with disabilities, and demonstrating skill in conflict resolution with administrators, parents, teachers, staff, and community.  The role of the special education administrator requires diversified skills to address responsibilities and challenges that are faced today.  


Keywords


special education, responsibilities, challenges, perceptions, quantitative, cross tabulations

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References


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