Special education - challenges

Special education presents one of the major challenges facing school leaders in this era of comprehensive school reform.

Today, schools must provide students with disabilities appropriate access to the general curriculum and effective instructional support. Student progress must be monitored closely and demonstrated through participation in assessment efforts.

Research suggests that the principal’s role is pivotal in the special education process; however, few school leaders are well prepared for this responsibility. This blog will clearly examines key leadership issues related to effective special education and reviews emerging standards for principal performance to determine the knowledge and skills that effective school leaders need.

INTRODUCTION:

For more than a quarter of a century, schools have been challenged to meet both the intent and the spirit of federal laws regarding the education of students with disabilities.

Special education has evolved from primarily segregated learning environments--often characterized by low academic expectations, social isolation for students and their teachers, and a curriculum poorly aligned with general education. Today, special education is viewed less as a place and more as an integrated system of academic and social supports designed to help students with disabilities succeed within least restrictive environments (LRE) (Council for Exceptional Children [CEC]. For most children and youth with disabilities, this means that the vast majority of their learning takes place in general education classrooms.

At the same time, our nation has also embraced a far-reaching set of academic school reforms designed to make schools more rigorous learning environments. Virtually all states have adopted comprehensive academic standards. Most are implementing corresponding measures that hold students and professionals accountable for higher performances.These high-stakes measures are affecting critical dimensions of school life, such as grade promotion, graduation, professional tenure, and school and district accreditation.

As the pressures in schools mount, many have questioned the impact these efforts are having on students with disabilities and others at risk for academic failure. Specifically, are low-achieving students benefiting from academic reform efforts, or are many left behind as teachers and administrators feel pressured to concentrate on those who have a greater likelihood of passing high-stakes assessments. That is, given limited time, few support resources, and growing public scrutiny, Research has demonstrated that principals who focus on instructional issues, demonstrate
administrative support for special education, and provide high-quality professional development for teachers produce enhanced outcomes for students with disabilities and for others at risk for school failure.

Thus the extent of administrative support affects the extent to which teachers and specialists develop and implement interventions designed to improve student performance.One of the greatest challenges in schools is the lack of qualified special education teacher. As performance expectations for all students continue to rise, many educators are poorly prepared to provide effective academic support for those with disabilities. For example, it is estimated that as many as half of all new special educators leave the field within the first three years as a result of poor administrative support, poor preparation, complex job responsibilities, and overwhelming paperwork requirements. Consequently, many states and local systems must hire individuals to serve as emergency special education teachers who lack the essential knowledge and skills needed to meet the complex challenges they face.For example, there are more than 1,000 provisional special education teachers working. Although these educators have three years to complete the necessary course work required for certification, many become quickly overwhelmed by their job responsibilities and quit before their provisional certificate time limit expires.

A recent study found that building-level support from principals and general educators had strong effects on “virtually all critical aspects of (special education) teachers’ working conditions”. The values and supportive actions of principals and general educators, as mediated by overall school culture, influence special educators’ sense of collegial support. As a result of growing concerns about special education teacher attrition, various professional organizations now emphasize the importance of the principal’s role in effective special education. For example the state  recently published a guide designed to help principals implement IDEA effectively.

Individuals with Disabilities Education Act (IDEA).
This document is based on the premise that effective principals ensure that diverse needs of students and their families are addressed through five major elements of school: organization, curriculum and instruction, professional development, climate, and student assessment. Administrators who clearly understand the needs of students with disabilities, and the instructional challenges that educators who work with students with disabilities face are better prepared to provide appropriate support. Leaders understand the importance of well-designed learning and working environments and can facilitate the development of appropriate student placements and specialist assignments that represent student and classroom support needs accurately.

In summary, effective leaders are committed to the success of all students and collaborate with others to achieve this aim. In these schools, classroom heterogeneity is the norm; classrooms are not structured t structured to provide a few unofficial dumping grounds for students with challenging needs. Skillful principals invest the time necessary to devise policies and procedures that facilitate classroom support (e.g., specific human and material resources, relevant information, role flexibility, shared leadership opportunities, decision-making power) that enables teams to perform their jobs successfully. For example, with limited fiscal resources, effective principals foster collaboration and classroom communication by ensuring classroom teachers and specialists have regularly scheduled common planning time to address instructional needs and classroom concerns.