Date of Award
5-1986
Culminating Project Type
Thesis
Department
Special Education
College
School of Education
First Advisor
Richard A. Johnson
Second Advisor
Jerry Welik
Third Advisor
Gerald Wedlund
Keywords and Subject Headings
ROLE AND FUNCTION OF SPECIAL EDUCATION DIRECTOR
Abstract
PROBLEM:
Among a number of skill areas historically associated with the role of a Director of Special Education, which skill areas are more highly related to perceived effectiveness, as viewed by Directors of Special Education and by School Superintendents?
PROCEDURE:
Fifty (50) Directors of Special Education and seventy-seven (77) Superintendents of Schools were surveyed by mail as to potential effectiveness of the role of the Director of Special Education. Background information was sought dealing with the type of special education service agency, geographic location, and population of students. Six (6) main skill areas were surveyed detailed by thirty-five (35) specific line items related to the main areas. A five point importance scale from "crucial" to "not important" was used to determine potential effectiveness areas.
FINDINGS:
Studies have been conducted through the years generating lists of competencies which a Director of Special Education should possess. A commonality was seen within these listings. This field study project attempted to identify those skill areas which would help one in the role of Director of Special Education to be effective. After a careful analysis of the 86% return of surveys, the results revealed that several areas of competence were ranked very highly based on the importance scale used. There were, however, four (4) main areas which, overwhelmingly, received "Crucial" ratings as viewed by both groups in the sampling.
SUMMARY AND CONCLUSIONS:
To be effective in the role of Director of Special Education a number of functions are important. Based on the results of this field study, four (4) predominant areas emerged as being "Crucial" in terms of effectiveness in the role of Director of Special Education. Budget, communication, decision making, and special education law emerged as being crucial. Numerous other functions were also viewed as highly important aspects. A set of six (6) conclusions is included in Chapter IV of this document.
Recommended Citation
Strand, Charles S., "Perceptions of Effectiveness: Role and Function of the Director of Special Education" (1986). Culminating Projects in Special Education. 199.
https://repository.stcloudstate.edu/sped_etds/199
