School Administrators' Perspectives on Special Education Teacher Leadership

Overview & Synopsis

The number of students with disabilities educated in general education classrooms is increasing due to legislative mandates and the appreciation for the importance and positive impact of inclusion for all students (U.S. Department of Education, National Center for Education Statistics, 2019). In order to provide meaningful services to students with disabilities in the least restrictive environment, school personnel must be familiar with effective special education practices and professional competencies such as data-based decision making, curricular adaptation, and active collaboration with colleagues and families. General educators and administrators often do not have critical knowledge of special education practice and policy; thus, special education teachers serve an important role in ensuring school initiatives are developed to support all students in a school, including those with disabilities. Despite the important role that special education teachers play within schools, many special education teachers find leadership opportunities elusive to them. Because school administrators play an important role in the development of teacher leaders, the authors interviewed school administrators to gain insights into their perceptions regarding special education teacher leadership. Administrators provided their views on effective leadership characteristics, leadership qualities of special education teachers, and challenges in promoting teacher leadership.