| The current project examines the potential for conflict between building principals and special education administrators when implementing the requirements of the Individuals with Disabilities Education Act (IDEA). Specifically, the project examines the impact the requirements of providing a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) to students with disabilities has on the conflict between administrators. The impact of the school district organizational decision making structure in developing and implementing services for students is also explored. The project invited principals and special education administrators from thirty-eight school districts in Northeast Wisconsin to participate in the study. Results from the surveys were then used to gain insight into the potential for conflict between administrators. The survey results revealed little to no conflict between administrators. Information from depth interviews of nine administrators (three special education administrators and six building principals) from three school districts revealed that the IDEA does create conflict between administrators. Conflict between administrators was specifically related to specific episodes related to student behavior, allocation of resources, and the ability of an administrator to overturn the decision of another administrator. The study did not find that the general requirements of the IDEA created conflict between administrators on a day-to-day basis. Implications for practice, administrative training programs, and future research are made. |
