Special Education Administrators Research Articles

Implementation of Rtl as a Part of Multi-tiered Systems of Support: What Teachers, Administrators,Teacher Educators Need to Know

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to the implementation of MTSS and RtI, there are various obstacles that can hinder successful intervention programs. The absence of consensus across districts and states with respect to program development and implementation creates confusion. This article addresses considerations and concerns related to MTSS and RtI. Discussed are underlying principles, challenges to effective implementation, expertise and training of teachers, and usage for classification for special education services. The roles of general and special education teachers, administrators, and university preparation programs are examined, and recommendation providec

Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts

Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.

Professional Development for Paraprofessionals on Inclusive Practices using Disability Studies in Education

Paraprofessionals serve a critically significant role on educational teams, yet often receive the least amount of training among educational professionals. This article details an online paraprofessional learning series created by a team of special education faculty. The professional development series draws on a disability studies in education (DSE) approach and high leverage practices to situate paraprofessionals as active contributors to inclusion as a social justice imperative. Aligned to the Council for Exceptional Children’s (CEC) Core Competencies for special education paraeducators (2022), topics addressed in the series are: (a) foundations of inclusive education, (b) learner development and characteristics, (c) supporting UDL in the inclusive classroom, (d) supporting specialized instruction for the inclusive classroom, and (e) learning environments and behavior support. We offer research-based strategies to build paraprofessionals capacity for inclusion through a lens of social justice and equity. This article can serve as a resource for paraprofessionals, and a model of bridging research-to-practice for special education faculty and administrators seeking to increase continuity across pre-and in-service teacher preparation and paraprofessional professional development.

Utility of psychological and psychoeducational evaluation reports: A survey of teachers and school administrators

AbstractPsychological and psychoeducational evaluation reports are often criticized for being too long and difficult to understand. Nonetheless, these reports inform, and are often required for, high‐stakes educational decisions. Very little prior research has documented whether general and special educators read the entirety of such reports. This study utilized a survey of 349 general and special education teachers and administrators to learn about their report reading habits and preferences. About one‐third of participants indicated that they typically read the entire report. In cases where selected sections were read, the recommendations and summary were the most common. A majority of participants indicated a preference for shorter reports, bullet points, and visual summaries. Together the findings suggest that certain report characteristics are more useful to educators than others. Implications for reporting practices and future research are discussed.

Delivering Instruction During the Pandemic: Insights for Special Education Administrators and Teacher Preparation Programs

This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters. Keywords: Online learning, special education teachers, students with disabilities, COVID-19, administrators.

Perceptions of 10 Special Education Administrators on Professional Development for Educators Working with Students with ASD

ABSTRACT Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching; participant-centered training; systematic barriers to effective training; the gap of administrator knowledge and application; and the COVID-19 impact. Findings and implications are discussed.

Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities

Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inclusion. The inclusion of students with developmental disabilities has long been a point of contention and disagreement among special education teachers, administrators, and scholars. It is the goal of this paper to carefully consider the perspectives and practical considerations that affect the placement of students with developmental disabilities and understand why these students spend less time in the regular education classroom than their peers with other disabilities. In addition, we weigh the relative advantages of inclusive and separate placements. After reviewing these issues, we believe that it is possible to simultaneously value a spectrum of placement options and advocate for increased inclusion in the regular education classroom. We discuss evidence-based practices to support inclusive placements and areas of future research to support inclusion of students with developmental disabilities in the regular education classroom.

Special Education Teachers and Student Academic Achievement in Saudi Arabia

Teaching evaluation has been used widely in learning institutions globally to address achievement gaps for students with special needs, math learning disabilities (MLD), and learning impairments, such as autism. In most cases, learners with disabilities impeding the acquisition of mathematics and languages receive preferential consideration for special education. Successful knowledge acquisition for special needs students usually involves teacher guidance, especially in the evaluation of learning needs and dissemination of curriculum content, and student interactions. In this study, data collected from 170 special education administrators drawn from three regions of the Kingdom of Saudi Arabia (KSA) (Riyadh, Makkah, and Medina) was used to explore the effectiveness of training and certification of special education teachers on the attainment of desirable academic outcomes in mathematics. A purposive sampling strategy was used to recruit the participants. A descriptive analysis design was applied to study the underlying characteristics of the sample population. The findings from the study, which were presented using graphs and tables based on the responses from the participants, showed the diversity in the composition of special education teachers in KSA. Specifically, qualified practitioners, uncertified personnel, and unfilled teaching vacancies accounted for 55.88%, 38.24%, and 5.88% of all positions respectively. A considerable proportion of special education teachers (52.94%) reported that they use teacher-directed instruction as opposed to student-centered learning (47.06%). The implications of the findings and the recommendations are discussed in the final sections of this report.

THE OPINIONS OF MANAGERS AND TEACHERS WORKING IN PRESCHOOL EDUCATIONAL INSTITUTIONS ON INCLUSION EDUCATION

Inclusion education has an extremely important place in terms of the development of children in preschool period and the maximization of overall creativity. In institutions where inclusion education is conducted, it can be said that students receive a more effective and permanent education. In this study, it was aimed to take the opinions of managers and teachers working in preschool education institutions on Inclusion Education and to determine what positive and negative aspects of school administrators and teachers for inclusion education are. In this research, which uses a qualitative research method, semi-structured interviews were conducted to determine the views and suggestions of preschool teachers and administrators regarding inclusion education. According to the results obtained at the end of the research, Inclusive Education plays a very important role in the development of individuals, but in line with the financial need of both special education teachers and administrators are experiencing issues it has been observed that the lack of knowledge about.
 Keywords: Education Management, School Administrators, Inclusion

Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

MTSS promises a school-wide early warning system, high-quality instruction, and evidence-based interventions. However, research has focused mainly on the elementary level. This study examined the beliefs and perceptions of over 300 administrators and teachers currently implementing MTSS in secondary schools using survey research. Results showed that special education teachers and administrators had significantly higher MTSS/RtI beliefs and perceptions of their own academic and behavioral MTSS/RtI instructional and intervention skills. Recommendations include the need for extensive and intensive professional development, delineation of role clarity, increased fidelity of implementation, and staff accountability.

Music Education for Students With Autism Spectrum Disorder in a Full-Inclusion Context

The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population. Three themes emerged from the data: The Not-So-Atypical Benefits, A Focus on Strengths, and A Culture of Inclusivity. Factors related to the educators and school community had impact on these students’ experiences and are further explored through the lens of an ethic of hospitality. Documenting educational practices and elucidating the beliefs of stakeholders (including music educators, the special education team, administration, and parents) regarding music education for students with ASD in an inclusion setting may offer insights into best practices while interrogating perceptions regarding unique benefits for this population.

A survey of school-age children with highly unintelligible speech

Prevalence studies in the AAC discipline are fundamental to establishing funding, instructional, and research priorities. These data inform policy-makers on the allocation of clinical and educational services, help prioritize AAC pre-service and in-service trainings, and support AAC research grant applications. A survey study was designed to (a) provide prevalence estimates of school-age students who have highly unintelligible speech, (b) describe the demographic makeup of these students, and (c) describe their access to AAC. Rigorous web-based survey development and distribution procedures were followed. Special education administrators in New Mexico, USA were recruited to distribute the surveys to speech-language pathologists (SLPs) in their respective school districts. The majority of school districts in the state participated, and the overall SLP response rate for participating districts was high (65%). Based on the results, the best estimate indicates that approximately 1 in 89 school-age students in New Mexico has severely unintelligible speech. SLPs averaged 5.4 students per caseload with severely unintelligible speech, with 86% of SLPs providing services to at least one of these students. Only 22% of students with highly unintelligible speech had been seen by an AAC specialist. The findings highlight the substantial number of school-age students with highly unintelligible speech and the ongoing need for high quality AAC service provision for these students.

M.C. v. Antelope Valley Union High School District (2017): Implications for Special Educators

Five days after the U.S. Supreme Court handed down its ruling in Endrew F. v. Douglas County School District, the U.S. Court of Appeals for the Ninth Circuit issued a decision in M.C. v. Antelope Valley Union High School District. This important decision involved a student who was being served under the Individuals with Disabilities Education Act (IDEA). The student was blind and required a high level of support in all academic areas. The case addressed important issues regarding parental participation throughout the Individualized Education Program (IEP) process and the school district’s obligation to implement the IEP. This column (a) examines this decision by providing the facts of the case, including the decisions at the due process hearing level, U.S. district court, and U.S. Court of Appeals; (b) explores the ruling by the court of appeals decision; and (c) discusses implications of this decision for special education administrators and teachers.

Implementation and Monitoring Committees of Special Needs Education Administration in Cross River State

The paper is on Implementation and monitoring committees of special needs education administration in Cross River State. The paper discussed that administration of special need education should be given adequate attention to help special need students to succeed. It was also discussed that special need education administration involves decision making, planning the work to be done, formulating objectives and goals, establishing and reviewing the organization, directing and functions performed by the administrator or executive. There are many committees setup to monitor the effective implementation of special need education programmes from the pre-nursery up to tertiary institutions. Factors militating against effective implementation of special need education administration was also discussed. The paper concludes that educational administration for special need students requires the collaboration of all the stakeholders for effective functioning, programme management, implementation and achievement of the set goals in special need education administration.

Organisation of Programme/Curriculum in Special Needs Education in Nigeria

The organization of programme/curriculum in special needs education in Nigeria is a thing of concerned to the writer. In this paper, the author examined the different journeys of special needs education, the political antecedents as well as lessons that can be learnt from the United States by Nigeria in the area of policy and principles of special needs education.it was also discussed that the Federal Ministry of Education has the responsibility of coordinating Special Needs Education programmes in Nigeria in collaboration with relevant Ministries and bodies. Implications for the administration and practice of special education is also examined.

Specific Learning Disability Identification Practices in the USA: a Survey of Special Education Administrators

Specific learning disorder (SLD) identification is arguably one of the most significant controversies in school psychology. One component of this issue is that guidelines and practices vary substantially across professionals and states, which leads to inconsistent identification rates and outcomes for students. To assess the extent of this problem at the district level, we surveyed special education administrators from 725 US school districts regarding their districts’ current specific learning disability (SLD) identification practices in the USA. Significant differences in SLD identification methods were reported across districts. Significant differences in SLD identification methods were also found across regions and between districts that used different educators to collect academic achievement test data. Curriculum-based measures were also used more frequently in districts that identify SLD using response to intervention. Implications of these findings for policy and for practice are considered.

Academic Achievement Test Use and Assessment Practices: A National Survey of Special Education Administrators

This study examined current academic achievement test use and assessment practices in the United States. Special education administrators from 725 US school districts were surveyed using an online platform to determine current trends in the use of norm-referenced academic achievement tests (NRTs) and curriculum-based measures (CBMs). Administrators reported that school psychologists most commonly administered the NRTs used to help determine special education eligibility, although special education teachers also fill this role frequently, particularly in Western states. General and special educators are the most likely staff to administer CBMs. A detailed accounting of academic achievement assessment practices is discussed including which tests are used and the differences in assessment roles by region and district locale. Implications of these findings for the training of educators and for research are considered.

Exploring factors related to access to general education contexts for students with intellectual disability: a survey of district special education administrators in one state

ABSTRACT There is wide variability in settings where students with intellectual disability are taught and a dearth of research related to district special education administrators, their roles and responsibilities, and their perceptions of barriers to and policies and practices that promote access to general education environments for these students. This study was designed to collect information to identify trends related to differences between districts that included no students with intellectual disabilities and those that were more inclusive. Data were collected via an online survey. We conducted descriptive analyses to identify trends among the districts and chi-square analyses to compare two types of districts. We found that there is very little diversity among administrators, who were primarily White women. We found that less inclusive districts spent more time engaged in due process and litigation activities than inclusive districts, and administrators identified external factors as barriers to more inclusive practice. We discuss administrator responsibilities in the context of student outcomes in the state and implications for policy implementation.

Special Education Administrators’ Knowledge of Adapted Physical Education: A Pilot Study

ABSTRACT Special education administrators have an influence over adapted physical education (APE) services, however little research to date has assessed special education administrators’ knowledge of APE services. Thus, the purpose of this study was to determine special education administrators’ knowledge of APE services. Fifty-one special education administrators completed a 21-question content knowledge test about key areas within the field of APE. A series of exploratory t-tests were used to determine whether their overall test scores differed significantly by a variety of demographic variables (e.g., gender, prior APE training). In addition, a repeated measures ANOVA was used to determine whether there were any significant differences between the three subsections of the test. Participants’ overall test scores were approximately 40% (M = 8.41, SD = 2.28), which was similar to all three sub-sections within the test (‘federal laws and APE’ = 43%, M = 3.04, SD = 1.34; ‘best teaching practices in APE’ = 38%, M = 2.76, SD = 1.29; ‘inclusion and least restrictive environment and APE’ = 39%, M = 2.63, SD = 1.06). Test scores did not significantly differ by any of the demographic variables, p >.05. Recommendations for future research and professional development are discussed.

The Development of Teacher Development Innovation for Enhancing Students’ Learning Achievement in Rajaprajanugroh 50 School under the Office of Special Education Administration

The objectives of this research were to: 1) create and specify the achievement goal of developing the innovation for enhancing the learning achievement of schools, 2) develop the potentiality of teachers and educational staffs in enhancing learning achievement of schools with the application of the ESC in coaching and mentoring, 3) monitor and enhance learning achievement of schools, The development and participatory action research were employed through the application of ESC. Research tools consisted of the learning activity package, teaching observation forms, narrative recording form, lesson plan analysis recording form, teaching reflection recording form, and criteria of activity implementation. Statistics used were percentage, mean, standard deviation, effectiveness index and the statistics in hypothesis testing. The results revealed that: 1) The school performed learning transformation project to enhance students’ learning achievement in terms of memorandum of cooperation with the networking schools. 2) The results of the overall development of the potential of teachers and school administrators showed: (1) the efficiency of both activities and tests were 90.96/81.02 which were higher than the committed standard 80/80, (2) the effectiveness index after training was higher than before at 0.7480 showing an increase of knowledge of 74.80%, (3) the mean score of after training was significantly higher than before at the level of 0.01, and (4) there were no statistically significant differences in mean scores on learning retention. 3) The monitoring performance of co-researchers showed the increase in knowledge, practicing, and feeling. 4) The Professional Learning Community building started up with (1) collaboration of all stakeholders, (2) studying and analyzing information, (3) specifying target and indicator, (4) planning and building up a network, (5) presenting learning co-design, (6) trying out innovation after the ESC actions, and (7) sharing the ESC in the school and school network.