The State of the Special Education Profession: General And Special Education Leaders Perspectives
(Room 205 B second floor)
06 Nov 25
1:30 PM
-
2:30 PM
Tracks:
Educational Leadership: Leading with Purpose
This presentation builds upon earlier editions of the survey, but unlike the previous surveys a separate branch was created for administrators of special education to share their responses concerning the state of the special education profession and provide a current snapshot of special and general education leadership perspectives. Embracing a framework of continual improvement, the researchers chose to expand the 2019 survey by inviting the participation of general educators, special and general education administrators, and higher education teacher preparation personnel in the 3rd edition of the SOTPS. As with the previous surveys, the primary goal remains to inform the field and foster leadership initiatives aimed at improving outcomes for individuals with exceptionalities, their families, and the professionals who serve them. Challenges to special education leadership include increased diversity within student populations, need to support the implementation of collaborative practices, monitoring evidence-based instructional strategies and student outcomes, and mental health/wellbeing considerations. Key findings highlight the following leadership themes: ● The role and impact of the IEP. ● Leaders’ perceptions of their competency in implementing recommended practices. ● The importance of leaders engaging families in the educational process and fostering a sense of belonging for students with exceptionalities. ● Necessary system-level supports. ● Critical resources, supports, and professional conditions required for leadership success. Discussion includes comparisons between general and special education leaders, relationships of findings to demographic variables, and comparisons to educator findings and the 2019 SOTPS. These leadership data will expand thinking about how to meet the needs of leaders, so they are prepared to effectively support general and special educators, as well as the students with disabilities and parents that they serve.