Academic preparation for special education directors: A descriptive study

This descriptive study of the actual, the perceived, and the needed academic preparation of Special Education Directors in North Carolina adds to the current rather sparse literature. The study asks: (a) What academic training does the North Carolina Department of Public Instruction require for the position of Special Education Directors? (b) How do Special Education Directors rate their actual academic training within ten skill areas (personal competencies; administration and leadership; evaluation and leadership; teacher recruitment and selection; motivating professional development of staff, supervision; budget and finance; research; coordination with community agencies; legislative procedures; public relations)? (c) What academic training do North Carolina Special Education Directors perceive as necessary to prepare for their positions? (d) What academic training do Senior Level Administrators at the North Carolina Department of Public Instruction's Exceptional Children Division perceive necessary to hold the position of Special Education Director? (e) What is needed to improve pre-service training for Special Education Directors? Sample populations included all current Department of Public Instruction's Exceptional Children Program Senior Level Administrators 14 in number and Special Education Program Directors (117 contacted) 85 participated.; The Special education Directors responded to the Special Education Directors' Skill Survey (Reynolds, 1990) plus an additional section demographics and commentary. The two-part survey is a Likert-Scale questionnaire. The Directors' responses concerned their school districts demographics, specific challenges, actual academic training and the training they believe necessary for a Special Education Director, within ten skill areas.; The Senior Level Administrators responded only to the training they believed necessary for a Special Education Director. Scales were 1 to 5: training received, 1 (inadequate) to 5 (very adequate) on the actual academic training, and 1 (unnecessary) to 5 (very necessary) for the training believed necessary for a Special Education Director. Data were analyzed using Frequency Distribution and Means Analysis. A Cronbach Alpha Test determined validity and reliability. The study summarizes the results and recommends way to use this information to develop initial training, continuing education and staff development.