Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Kathy Weiss, Ph.D.

Second Advisor

Laura Seinfeld, Ed.D.

Third Advisor

Peter Rufa, Ed.D.

Abstract

This study explores the perceived preparedness of elementary school building leaders in special education leadership and its implications for school administrative preparation programs. This study aimed to address this problem by examining two research questions. The first was to investigate course offerings in administrative preparation programs in New York State (NYS) to better understand how many special education-specific classes are included in such programs. The second research question was to explore the extent to which public elementary school building leaders in Long Island, New York perceive their preparedness for managing special education issues related to their professional duties, staff, and students. Findings reveal two major themes. First, there is a lack of special education courses in administrative preparation programs in NYS. The second major theme is the significant relationship between perceived preparedness and exposure to special education coursework. The results revealed that perceived preparedness in four aspects of school building leadership in special education is significantly influenced by the number of required courses in administrative preparation programs. As the number of required courses increased, levels of preparedness also increased in the four areas of (a) completing special education paperwork and reports, (b) attending CSE meetings, (c) facilitating collaboration between regular and special education, and (d) developing and/or articulating a vision of inclusion and inclusive practices. Additionally, the average level of knowledge about providing feedback on special education pedagogy and on Least Restrictive Environment (LRE) was significantly higher for school building leaders with ≥ 2 courses. The implications of these findings for school administrative preparation programs are significant. Recommendations include the integration of specific courses designed in special education leadership to enhance the preparedness of elementary school administrators. By addressing these critical gaps in preparation, educational institutions can better equip school leaders to promote equity, inclusivity, and access for all students, especially those with disabilities.

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