Assessing The Needs Of Training On Inclusive Education For Public School Administrators

Keywords

exceptional children; inclusive education; needs; school leader; special education

Abstract

This study assessed the needs of urban school leaders for special education preparation in a large public school district in the USA in order to assist the school administrators with improving their knowledge and skills for providing appropriate services to students with disabilities and their families to support inclusive education. The needs survey was created based on the Council for Exceptional Children (CEC 2009) standards for school administrators in the USA and the literature in special education. The validity and reliability of the instrument were verified. The needs assessment measures 10 aspects regarding special education knowledge and skills as indicated by 10 factors in the exploratory factor analysis. Quantitative data analyses on a sample of 289 participants revealed that there were significant differences in the needs of training in special education knowledge based on the school administrators backgrounds. The current research supports the call for the professional development and inclusive education for school leaders. The findings of the current study indicated that school leaders wanted the knowledge to make them more successful in serving students with disabilities to answer the call for inclusive education.

Publication Date

12-2-2015

Publication Title

International Journal of Inclusive Education

Volume

19

Issue

12

Number of Pages

1229-1243

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/13603116.2015.1041567

Socpus ID

84947617049 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84947617049

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