| The purpose of this study was to examine principals' perceptions of their preparation in special education. Today's principal has a significant responsibility for supervision of special education programs for students with disabilities. However, literature indicates that principal preparation programs do not help principals to develop the skills and competencies needed to be effective special education leaders. This discrepancy in learning is termed a "preparation gap," which manifests itself in principals' ineffective and often erroneous professional practice in the area of special education. The effects of this preparation gap are denial of a free and appropriate public education to students with disabilities, lack of needed supervision to special education teachers, and in some cases, lawsuits and financial sanctions against school districts.;The sample for the study included 181 principals in Chester and Delaware Counties located in Southeastern Pennsylvania. Principals completed a demographic questionnaire, the Knowledge and Skills in Special Education Survey, Harlin-Fischer, (1998), and a series of open-ended questions. The surveys and questions asked the principals to assess their special education skills and knowledge, as well as their level of preparedness to address special education responsibilities. A descriptive statistical analysis was the primary method utilized to explain research findings and answer research questions. The study's conclusions indicated that despite inadequate formal preparation during their principal certification programs that principals reported that they felt prepared to handle special education duties. However their perceptions of preparedness were related to their general experience on the job, professional development programs that they had participated in and their ability to receive guidance and mentoring from educational specialists, whom they considered more knowledgeable in the area of special education. The study also concluded that principals confirmed their need for a strong knowledge base in special education, ranging from a specific focus on the needs of students with various disabilities to the impact of special education laws on the role of the principal. Finally the study concluded that principals cited specific special education issues that they believe should be addressed during principal preparation that would enable them to address special education as a school wide process and enhance their ability to meet the needs of students with disabilities. Principals also focused upon many recommendations that they believe would improve their preparation in the area of special education.;This study has attempted to help principals gain better insight into their special education competency needs, provide guidance to principal preparation programs for improving principals' special education skills, and consider the ethical value of training educational leaders who are prepared to educate all students. |
