Principals' Perceptions of Their Knowledge in Special Education

• In Event: Roundtable Session 1
  In Roundtable Session: Critical Knowledge and Development Perceptions of Novice Principals

Abstract

As the number of students receiving special education services increases, the importance of an equitable response to Hispanic special education students in public schools surfaces. This study used survey responses from principals that serve predominantly Hispanic schools: 1) Do principals perceive themselves as having adequate legal knowledge in special education? 2) Do principals perceive themselves as having adequate foundational knowledge in special education? 3) Do principals perceive themselves as having adequate context knowledge in special education? And, 4) What suggestions do these principals have for incorporating content into the curriculum for principal preparation programs? Results indicated that the principals’ knowledge was in Individuals with Disabilities Education Act, and recommendations for inclusion in preparation programs was special education laws.

Authors

• Fred Guerra, The University of Texas Rio Grande Valley

• Maria Banda Roberts, Texas A&M University-Texarkana