The Principal as the Special Education Advocate: Exploring the Principal’s Experiences in Leading Special Education Inclusion Programs

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-14-2024

Abstract

The role of the principal includes various obligations and responsibilities, including leading the school’s special education (SPED) program. Many aspects inform how SPED students respond to the curriculum, including their learning needs, race, socioeconomic class, and other aspects that intersect and make their needs more complex. The researcher sought to understand the experiences of principals at large, urban high schools in Texas who led SPED programs. Given the importance of intersectionality in education, the researcher reviewed the principals’ narratives through the lens of social justice. Doing so elucidated how principals ensure equity in their SPED services. This study followed a basic qualitative design and included in-depth, semi-structured interviews with 10 high school principals. The interview questions centered on their experiences as a leader for their school’s SPED programs, whether social justice issues like equity and human rights informed their practices, and whether legislation regarding SPED services guided their decisions. With the understanding provided by the participants’ narratives, the researcher presents recommendations for practice that principals can follow to increase access to the curriculum and growth for their students with special needs.

Advisor

Ray Thompson

Subject Categories

Education | Educational Leadership

Link to Full Text

Share

COinS