Leadership in special education

Leadership in Special Education

The issue of leadership in the arena of special education is one that carries with it many responsibilities - particularly in the light of policy changes and reforms that are being implemented in special education. The leader has to take cognizance of the latest trends in the field, such as the move towards the integration of special education into the mainstream schools.

However, paramount to the issue of leadership in this area is the ability to comprehensively understand the background and the potential of special education. The leader has to be fully aware of the central aspects that underlie the problematics of special education. This refers the basic fact that not all students or pupils have the same learning and receptive abilities when it comes to knowledge acquisition. Coupled with this is the increasing acceptance in the contemporary educational milieu of the principle of the inclusive classroom; where the ideal is to include all students with differing and variable learning potentials, as well as those with disabilities in the learning process. This creates a complex teaching situation that the leader in this field has to be aware of in terms of the possibilities as well as the negative aspects of this integration between special educational needs and mainstream schooling.

The leader also has to look beyond the ideal and take full cognizance of the particulars and the practicalities. As one study asserts, "...facilitating life-long learning requires individualization of classroom instruction. In today's inclusive environments, advancing academic achievement of the child with a learning disability becomes even more challenging for teachers" (Effects of SuccessMaker Math on Students with Learning Disabilities in Inclusive and Special Education Classrooms)

Furthermore, among the plethora of aspects that the leader needs to be conversant with is the increasing acceptance and usage of technology and computers in special education. This refers to the use of various technologies and instructional methods of teaching and learning that have been implemented by educationists in order to deal with the problem of variable learning potentials.

Another aspect that needs to be taken into account is the popularity and acceptance of Universal Design for Learning (UDL); which is intended to "... To create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum "(Critical Issue: Using Technology to Improve Student Achievement).

Leaders in special education must also take into account the changes and reform policies in special education. This refers to the IDEA position that, "....participation in assessments goes hand in hand with access to the general curriculum." The Individuals with Disabilities Education Act (IDEA) Amendment of 1997 requires that; "....students with disabilities have access to the general education curriculum. This legislative requirement makes the accessibility of curricular materials an issue of even greater importance than it otherwise would be" (What strategies can be used for teaching Social Studies to students with learning disabilities?)

Consistent with these assumptions, the leader in this field also has to be aware of potentially negative outcomes of the policy for students with disabilities in the classroom. Some studies refer to the unintended consequences of these reform measures. These studies argue that this policy can have a detrimental affect on minority students and their schools and that, "...concerns exist that (a) time will be taken away from the development of functional or vocational skills, (b) referral rates will increase, - students will be exempted or omitted from the accountability system" (Defur, 2002). These are some of aspects that the leader has to be aware of in the implementation of policy and in practice.

Possibly the most important aspect to consider is the actual quality of leadership that is required. One of the most significant facets of leadership in this particular educative environment is the development of a positive school and educative culture in which facets of special education - and their integration into the mainstream - can be addressed. Studies note that "...a positive school culture and school improvement go hand in hand" (Apted et al. 2007).

The leader, by providing a collaborative and creative educational and environment, can be instrumental in aiding and facilitating necessary changes, which can include the smooth acceptance and implementation of transition policies in special education. Leadership style is also a significant factor to consider. A collaborative and integrative style of leadership ensures that policy and their implementation are viewed positively by staff, which assists in the acceptance and implementation of the necessary processes.