The Self-Perceived Knowledge of Special Education Administrators in Kuwait

Zainab Abbas,Hashemiah Almusawi,Nouf Alenezi

doi:10.5539/ies.v12n5p78

Abstract

Administrators of special education identify and provide essential services for students with disabilities. No research has been conducted on the perceptions of Kuwait’s special education administrators regarding their knowledge in key special education standard areas. This study examined those perceptions and the extent to which they are influenced by administrators’ experience, qualification level, school district, or educational setting. Quantitative data were collected by surveying 62 special education administrators and were analyzed using descriptive statistics, a one-way ANOVA, and Spearman’s rank-order correlations. The results indicated that the participants consider themselves most knowledgeable in two areas (1) collaboration and (2) leadership and policy—but less knowledgeable in the areas of research and inquiry, individual and program evaluation, and professional development and ethical practice. A significant relationship was found between self-assessment ratings and the educational setting where the administrator was working. Recommendations are made with the aim of enhancing the knowledge and development of special education administrators. The limitations of the study and further research possibilities are also discussed.

Highlights

Administrators of special education play an important role in identifying and providing useful services to students with disabilities
Lashley and Boscardin (2003) reported that special education administrators have become increasingly preoccupied with legal compliance, school reform, and accountability, which has resulted in a shift of focus from the responsibility of delivering effective interventions
They found that most special education administrators who previously worked in direct special education services had a deep understanding of the assumptions, practices, and necessary knowledge in the field

Summary

Introduction

Administrators of special education play an important role in identifying and providing useful services to students with disabilities. Teresa, and Pemberton (2016) indicated that the role of special education administrators has undergone a paradigm shift toward evidence-based practices to improve outcomes for students with specific disabilities. Lashley and Boscardin (2003) reported that special education administrators have become increasingly preoccupied with legal compliance, school reform, and accountability, which has resulted in a shift of focus from the responsibility of delivering effective interventions. They found that most special education administrators who previously worked in direct special education services had a deep understanding of the assumptions, practices, and necessary knowledge in the field. Special education administrators are responsible for ensuring the rights of students with disabilities by advocating for quality school and classroom practices that can facilitate their educational success (Alquraini & Gut, 2012)

Methods

Results

Conclusion