2012 UCEA Convention

Campus Administrators’ Knowledge of Special Education and Social Justice Issues Involved in Educating “All” Students. Josie Lucker Keffer, The University of Texas at El Paso; Rodolfo Rincones, UTEP
Educational administration continues to address the instructional implications that are related to special education and social justice. Administrator certification programs must make sure that participants are sufficiently prepared to address campus-based initiatives that will provide “all” students with opportunities for success. An inadequacy in special education issues may keep administrators from dealing with the underlying social justice issue that “all” students, even those with disabilities, have a right to a Free and Appropriate Public Education.

Principals’ Knowledge in Special Education Policies and Procedures: Why Principal Knowledge of Special Education Matters? Lindsay E Jesteadt, Florida Atlantic University; Meredith L. Mountford, Florida Atlantic University
Research shows most school leaders lack the knowledge necessary to deal with issues that special education programs encompass. This places special education teachers, programs, and students at a clear disadvantage. Currently, schools and school leaders are being held accountable for the learning gains of all students. Findings of this study demonstrate the level of knowledge in special education practicing administrators in Florida possess, where they acquired that knowledge, and the dire need for this knowledge.

School Reform, Leadership, Social Justice, and Students With Disabilities. George Theoharis, Syracuse University; Julie Causton-Theoharis, Syracuse University; Chelsea Tracy-Bronson, Syracuse University
Using two cases studies of urban elementary schools’ reform efforts and leadership, this paper centers on how school leaders improve educational quality as they address the critical social justice issue of how to serve students with disabilities (SWD) in inclusive ways. Data collection at each school spanned four years. Both schools undertook school-wide reform to restructure the way services were provided and saw dramatic gains in student achievement.