Are Leaders Influenced by Advocates in the Special  Education Eligibility  Decision?

Erin B Kirkland; Scott C Bauer

doi:10.22230/ijepl.2016v11n2a649

Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

Authors

Erin B Kirkland Loudoun County Public Schools
Scott C Bauer George Mason University

DOI:

https://doi.org/10.22230/ijepl.2016v11n2a649

Keywords:

special education, school leadership, decision-making, disabilities, power

Abstract

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.

Author Biographies

Erin B Kirkland, Loudoun County Public Schools

Erin B Kirkland (PhD, George Mason University) is an Eligibility Coordinator with the Loudoun County (VA) Public Schools.

Scott C Bauer, George Mason University

Scott C Bauer (PhD, Cornell University) is Professor and Director of the Education Leadership Division in the College of Education & Human Development, George Mason University.

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Published

2016-09-29

How to Cite

Kirkland, E. B., & Bauer, S. C. (2016). Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?. International Journal of Education Policy and Leadership, 11(2). https://doi.org/10.22230/ijepl.2016v11n2a649

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Issue

Vol. 11 No. 2 (2016): Are Leaders Influenced by Advocates in Decisions on Special Education Eligibility?

Section

Policy

License

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