A Study of High School Administrator's Perceptions of Problems within Special Education in the Urban Setting

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ACKNOWLEDGEMENT

I would like to take this opportunity to thank my dissertation supervisor who has always shown confidence in me. He has offered his patience, remarks, propositions and understanding. Here I would also like to mention my parents who have always believed in me for all my hard work. My family, including my parents, brother and sister has endlessly supported me during my life and academics. This has helped me in making positive decisions for my life. I would also mention my peers and co-workers and appreciate their collaboration and expert advice on every circumstance. I am also grateful towards my University and my Department, the administrators, faculty members and fellow students for their support throughout this study.

DECLARATION

I declare that the material stated in this dissertation/thesis is original and does not present work of any other scholar or research study conducted in the past. Material in this study is not partially or completely published elsewhere and collected only for the purpose of this study. I also acknowledge that I have complete understanding of the requirements, guidelines, regulations and procedures of the University with respect to the endowment of higher education degree and my research work. Here, I would also like to take the opportunity to declare that I have almost exclusively followed the requirements, guidelines, regulations and procedures of the University regarding this research study.

I certify that the work presented in the dissertation is my own unless referenced

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ABSTRACT

Schools successful in educating all students are believed to have a principal that is the foundation of the success. It is documented that a principal's beliefs and behaviors directly affect how special education programs are accepted and supported in schools and communities. In fact, the initial placement of a student in a special education program and the opportunities for achievement that follow are impacted by the attitude, abilities, knowledge, and leadership skills of the principal, and the principal's decision making establishes the appropriate placement and the academic best practices within the school. For instance, the principal develops the staff development plan, which ties directly to an effective or ineffective special education program. School administrators cannot effectively make decisions without a significant knowledge base, which includes IDEA and NCLB legislation. A lack of knowledge regarding the legal expectations and compliance issues presents schools with a risk for legal liability. The principals need to have a working knowledge of disabilities and the laws that govern special education to effectively administrate a program that provides positive outcomes for all students. It is imperative that school administrators be trained, knowledgeable, and accepting of special education requirements so that they may be conscientious in ensuring that no child is left behind. The primary purpose for this study was to examine the relationship between school administrator's leadership and their ability to effectively meet the needs of the special education programs within their schools.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER ONE: INTRODUCTION1

Background of the Study1

Leadership and School Administration7

Purpose of the Study13

Research ...