The principal's role in managing special education programs at the elementary level

The purpose of this study is to identify the beliefs and behaviors of three elementary school principals, in a rural, suburban and urban school context, which are perceived by the principals and their staffs as influencing staff attitudes and acceptance of special education.;The principals selected for this study were nominated by their special education directors. These selected directors were asked to recommend principals they felt were successful in managing special education programs in their schools. The use of exemplary principals allowed for a description of behaviors used by principals who are supportive of special education.;The data collection process consisted of semi-structured interviews, observations, and a review of pertinent documents containing information about special education. The participants interviewed were the principals, special education directors, special education teachers, regular education teachers, parents of students with disabilities, and any others identified by the participants at each site. Observations of the principal and special education programs were conducted at each site, as well as a review of any documents containing references to special education. These included the principals' job descriptions, district and school handbooks, and, in one case, the district's special education handbook.;Throughout the data collection process, an ongoing analysis was conducted. As data was collected, it was examined and categorized based on emerging categories. Upon the completion of the data collection, an intensive data analysis was conducted. This process consisted of compressing and linking together the data, leading the investigator to reasonable conclusions based on a preponderance of the data.;The role of the principal is explored through three case studies of elementary principals. A description of the contexts of the schools is presented along with a discussion of the principals' beliefs and behaviors toward special education students and programs in their schools.;The study found that the attitude of the principals toward special education was a key factor influencing their behavior and acceptance of special education programs in their schools. Their symbolic leadership plus their day-to-day involvement with special education students and programs delivered a clear message that these students are important to their schools. It was also determined that, while school context may affect how the principals spend their time, it does not have a major affect on their attitudes toward special education in their schools.