"We Lack Capacity": District Special Education Administrator Perspectives of Inclusion and Students With Intellectual Disability

• In Event: 28.018 - Instructional Leadership on School Quality: Critical Considerations

Abstract

Although rates of access to general education for all students with disabilities continue to increase, students with significant disabilities, such as those with intellectual disability, continue to be educated primarily outside of general education classrooms. This study explored the perspectives of district-level special education administrators in regard to increasing access to general education for students with significant disabilities, with a focus on students with intellectual disability labels. Thirteen district-level special education administrators in one Northeastern state were interviewed about current practices and barriers associated with increasing access to general education contexts. Results suggest that administrators perceive general education teacher training, resources, and state pressures as factors in increasing access to general education for students with significant support needs.

Authors

• Meghan E Cosier, Chapman University

• Julia M. White, Syracuse University

• Chris Toutain, Chapman University