Training and Job Responsibilities of Special Education Administrators in Connecticut

Abstract

This study examines the formal academic training, professional work experiences, and job performance responsibilities of special education administrators in Connecticut to determine if there is a unique background in these areas which distinguishes the group from regular education administrators. Although 22 of the 39 job performance responsibilities listed by the total group of administrators were functions and activities unique to special education, only 8 of the 43 administrators had any formal academic training in special education. The implications of these findings for the delivery of services to handicapped and atypical learners, for the quality of the relationship between special education administrators and their staff and for the profession of special education are discussed.