A case study analysis: assessing the impact of leadership practices and training on student achievement in special education programs
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Special education has mystified and alarmed educators, parents, politicians and the government for decades. Mediocre special education programs, staggering test scores and limited progress towards meeting standards have caused the federal government to require states to implement several mandates. Despite the federal and state mandates the problem has not been resolved. If anything, the problem has been acerbated. School leaders have been inundated with new responsibilities placing added pressure on themselves, educators and students. All while students with disabilities continue to struggle to meet reading and math standards. The purpose of this study was to examine the leadership style and formal training of special education school leaders to determine the impact on the academic achievement of students with special needs. A single case study from Denver, and two case studies from Florida were analyzed for this case study analysis. Results from the study showed an increasing need to improve administrative leadership certification programs to better prepare school leaders to evaluate and assess the needs of special education programs. The results also revealed that when school leaders have the education and training to lead effective inclusive schools, student achievement improves.