Preparing Principals for Leadership in Special Education - Essay Example

Task: Preparing Principals for Leadership in Special Education Leadership within special education consists of crucial and special educational faculties, facilities and approaches. The leader who is the principal must address the needs of the special education student, educator and management of the school. Managing the needs of a special education student conforms to different attributes upon comparison to the needs of a non-special needs student (Palladino 1). Additionally, special education leadership comprises of crucial components such as the district education administration, institute of learning, special education teacher and the site principal (Cooner, Tochterman and Garrison-Wade 2). Adhering to such components face challenges based on the requirements of the district education standards, demand and supply of qualified faculties, special education teachers and principals (Palladino 2). Currently, the requirements and demands for qualified individuals for each area are high while the supply for personnel is low. Inadequate personnel to cater for the needs of special education directly influence the achievement of educational success among special needs students. Special education has distinct tendencies including its diverse, complex and unique nature because of the nature of the student it serves. This educational division has roles, responsibilities and duties that differ from those found in non-special needs educational systems. Additionally, these aspects change rapidly and they follow the trends of changing budgets, policies, systems of accountability and best practices that govern their ability to serve this educational system (Palladino 3). In addition, these individuals face challenges as they strive to address the inadequacies amongst such students. In my opinion, special schooling leadership occurs as a multifaceted enterprise governed by the notions of social justice (Cooner, Tochterman and Garrison-Wade 4). In addition, this enterprise is based on the viewpoints that all children have learning capabilities, and they should be provided with equal access to quality education. Additionally, this enterprise is based on the inclusion of children in the educational system not considering their disabilities or challenges. Special education has four interweaving, but distinctive categories that include district leadership, site leadership, higher education leadership and special education teachers (Palladino 2). These components have different and unique roles in administration, education and preparation of students with these disabilities. However, they are intertwined based on the influences of academic preparation in administration. For instance, district administration influences site administration influencing the retention of the special education teacher. Special education administration has a distinct place especially at crossroads of the discipline of education administration and special. This crossroad resembles the disciplines of general education, special education and education administration. In such an environment, educational leadership plays a crucial role because they typify crucial concepts associated with effective schooling. The principal of an effective educational system must have the leadership capabilities to manage components of special education administration. The school principal should presume liability for the programs within the school especially in a special education context. This means that the principal must manage these programs including special education services to attain the ambitions of the teachers, education program and student. According to Cooner, Tochterman and Garrison-Wade (2005), educational leadership is a crucial variable that determines how effective a school runs. Experience is a crucial factor in ensuring effective educational systems and management of the special educational program. For instance, a district may replace 60% of its principals leading to inexperienced management of the schools. Because of these replacements, the school will have leaders lacking practical and legal expertise in special education. Rhys (1996) further notes that principals lack the awareness of the student’s eligibility to meet placement. In addition, these students must be in need of the special education services. Lack of this knowledge stresses principals because of the overwhelming numbers, severity and diversity of these students labeled as special. Additionally, principals face challenges with the procedures to follow when disciplining these children. A principal cannot approach castigation using similar strategies that target non-special students. Because of these occurrences, it is essential to provide principals with knowledge, performance requirements and dispositions that will guide them through their administration activities. This will also provide principals with common visions for achieving effective school leadership. Examining these standards helps in establishing standards and requirements of the school principal. The school administrator or principal in this educational set-up should have the ability to promote the success of such students. This means that the principal has the responsibility of facilitating the expression, implementation, progress and stewardship of the school’s mission, vision and ambitions. This also implies that the principal should have the ability to establish a shared vision within the special needs school environment. This standard is limited by lack of preparation for special needs school principals. This challenges their ability to serve the students and community. Continuous increase in the proportion of special students has drastically led to changes in the role, responsibilities and duties of the principals. These roles have changed while identifying and providing special education programs and services. The responsibilities of the principal have transformed with time. However, it is clear that several states have not established programs for training the principals on their responsibilities. Special needs education has a leading mandate for providing education to individuals with disabilities. An effective school leadership should comprehend the mobilization of communities and resources. In addition, school leadership should have the capacity to tackle issues and address problems that arise within schools. The leadership should initiate effective strategies that address problems that have remained unsettled for years. This leadership can achieve these functions by placing student learning as a central focus. Principals should recognize their responsibilities as heads of educational systems. School administrators serve as leaders who successfully promote the success of their students. These leaders achieve these functions through advocating, sustaining, nurturing instructional program and a school culture that favors student learning. Principals in the current special needs educational programs deal with children who have emotional, physical, learning and behavioral disorders (Palladino 6). In addition, these school heads deal with children who require special healthcare needs. Several children in special needs educational programs have manifold disabilities. Consequently, principals are often overwhelmed by the intensity and diversities of such children’s requirements. Leaders face challenges from their managerial requirements and capabilities. These managerial responsibilities include conformity, program administration, exposure, decreased resources and answerability. Failing to meet these requirements leads to challenges in meeting the needs of the special needs students. School principals play crucial roles when implementing and monitoring inclusionary practices within their school environments. Though inclusion serves as a crucial focus in school reforms, principals in special needs educational environments are uncomfortable and unfamiliar with these practices and concepts. Resistance to inclusive reforms within these educational systems is attributable to inadequate training. Inclusive principals should understand the backgrounds of special education program, practices and trends that can help when addressing the needs within special schools. Principals need to acquire administrative training and support that can address emerging issues within special needs education. Other concerns include limited training and support for early childhood educational processes that address the wants of special needs children. Additionally, the increasing number of children with such special needs makes it difficult to address needs. These principals outlined challenges in placing the special needs students into appropriate groups because of the diversity and intensity of their needs. The principals also highlighted several challenges when acquiring qualified personnel for inclusive classes. This study showed principals’ inadequacy when evaluating the quality of their programs. Conclusion Special needs education requires effective leadership because of the diversities of the needs of these children. School heads in this case should identify the special needs of students and classify them according to their appropriate educational needs. Leadership during special needs is crucial during implementation and monitoring of the special needs educational program. Works Cited Cooner, Donna. Tochterman, Suzanne and Garrison-Wade, Dorothy. Preparing Principals For Leadership In Special Education. Applying ISLLC Standards. 2005. Page 1-10. Palladino, John. Preparing School Principals For Special Education Administration: A New Model Of Leadership Decision Making. East Michigan University. 2005. Page 1-9. Read More