An exploratory study of leadership practices of principals relative to special education

The literature suggests that some principals are effective leaders in regular education. But they often do not provide leadership for special education programs. Barriers to their effective leadership in special education include a lack of ownership of special education and their perception that they are restricted by external factors such as district requirements for compliance.;This study explored principals' leadership behaviors related to special education using Sergiovanni's (1990) Value-added leadership framework. This framework suggests that management skills are not sufficient for school effectiveness; leaders must also build and maintain a value system among the members of the organization. The researcher examined the special education leadership practices of three elementary school principals in implementing special education programs, using interview methods in a qualitative case-study design. The three principals, their entire special education staff, and two to three of their regular education teachers were interviewed; a total of four ARD meetings across the schools were observed; and field notes were used to supplement the interview data.;Three types of leadership actions and beliefs were found among the principals: one principal demonstrated Value-added leadership, a second demonstrated Value leadership with strong Value-added leadership traits, and the third showed Value leadership. Value-added leadership actions, centered around students' needs, included (a) developing a caring attitude toward students with disabilities in the school community, and (b) promoting community and special education parent participation. Communication skills appeared to influence principals' effectiveness in their involvement in special education. The data seemed to reflect both the principals' personal development in leadership skills and the transformation of their school cultures relative to special education.;Based on the findings, principalship training should assist principals in developing their (a) conceptualization of special education, (b) caring for special education staff, students, and parents, (c) skills in communication, and (d) provision of opportunities for regular education staff and special education staff's collaboration.