Principal preparation, knowledge, and understanding of special education as a social justice issue

This study examined the relationships among the education and training received by principals in the area of special education during completion of principal preparation coursework, the level of principal involvement with special education, their opinions regarding special education as a social justice issue and their knowledge of special education issues and laws. Data were collected through a survey instrument that was administered to a sample of practicing principals in the State of Illinois.;The study revealed that even though most principals completed a course that included some information on the administration of special education programs, special education issues and special education laws, the majority of principals indicated that they did not feel prepared to deal with special education issues. They devote an average of 18.31% of their time to the administration of special education programs.;Factor analysis identified three distinct training factors. Very little of the principals' level of knowledge in special education could be explained by the training received during principal preparation programs.;Three types of principal involvement were identified through factor analysis. Almost 17% of the principals' direct involvement with the needs of students with special education eligibility was explained by the grade levels in the principals' schools. High school principals were less likely to be directly involved than principals at any other grade levels.;This study was developed as a preliminary investigation of the relationship between social justice and special education. Issues of inclusion, special education tracking and the segregation of students with special education eligibility were identified through factor analysis as social justice factors. The principals' responses did indicate some contradictions regarding social justice and special education.