| This study evaluated the roles of special education directors and principals in the state of Kentucky. Descriptive statistics were used to analyze responses to a mail survey from 268 special education directors and principals. The survey was divided into six subsections: administrative functions outcomes and competencies; Kentucky Education Reform Act; national special education reform issues; administrator preparation in special education; sources utilized for gaining information on special education issues; and role definition and conflict.;Information was also gathered from a random sample of 20 Kentucky school districts' job descriptions for special education directors and principals.;The results of this study indicated that the roles for directors of special education and principals are not clearly defined. Both administrator groups did not believe the lack of clearly defined roles lead to role conflict.;In relationship to national special education reform, both administrator groups reported that special education programs should be provided to students on general education campuses and that principals should be responsible for all special education programs. Administrators were uncertain, however, about the impact KERA has had on special education in Kentucky.;Special education directors and principals both reported that they did not believe their university administration preparation programs adequately prepared them to monitor many special education issues. They also reported that they mostly rely on discussions with other educators, personal experiences, and workshops to gain information about special education.;Special education directors indicated that they believe principals do not understand their responsibilities for providing special education services. School principals disagreed, and responded that they were knowledgeable about their responsibilities in the area of special education.;In conclusion, this study found that in Kentucky, the roles and responsibilities of special education directors and principals are not clearly defined. Administrators disagreed on the level of expertise of principals in the area of special education and both principals and special education directors did not believe they were adequately prepared to effectively monitor many special education issues. |
