A Case Study

Students with Special Needs, Reading Education, and Principals: Bridging the Divide Through Instructional Leadership
Karen Sanzo Jennifer Clayton Whitney Sherman The International Journal of Educational Leadership Preparation Volume 6, Number 1, January - March 2011 ISSN 2155 - 9635

Trenessa Wood

Candace Williams

Overview
This case study:

Examines how reading is taught to special needs students in both self-contained

and inclusion settings at the secondary level in one school district.

Determines how school leaders may or may not be facilitating this process.

Identifies ways school leaders can more effectively facilitate special education
reading programs and processes.

Statistics
The respondents were from an urban school district located in the southeast region of the United States. The district is comprised of approximately 25,000 students, of which, 15.6% are identified as having special needs. Of one hundred and twenty-two special education teachers surveyed, 41 responded, providing a 34% response rate.

Intricate components of the study

10 schools within the school district High percentage of special education students Special Education reading programs and practices Principals, assistant principals, a combination of other administrators, central office coordinators, and lead special education teachers in the buildings.

Survey Design

A survey design was selected based on:

its ability to provide a numeric description of the trends attitudes demographics of the district population
(Creswell, 2003)

Primary Research Questions

How is reading taught to special education students?

What is the understanding of remedial reading

programs and instruction? What is the role of school leaders in facilitating the

successful remedial reading instruction?

Terms used in the study

remedial reading: two or more years behind grade level in reading. self contained: all learning takes place within the same classroom. inclusion: most or all learning takes place in a general education setting

ANALYSIS
1) Discrepancies exist amongst special education teachers, general education teachers, and administrators perceptions of the components of special education reading programs, implementation, and effectiveness. 2) As the instructional leader, principals must have a thorough understanding of special education, special needs students, and the instructional program used to meet their needs and also be able to communicate expectations and monitor progress effectively in order to increase student achievement. 3) Special education programs and, more specifically, its reading programs cannot be isolated programs within the educational system. Special education reading programs need to be discussed with all stakeholders at numerous levels in order to adequately address students needs. 4) Special education reading programs need to be designed and implemented with specificity. Administrators, general education teachers, and special education teachers need a thorough understanding of the differences between a program, setting, instructional support, and teaching methods.

ANALYSIS
5) It is important that administrators and general and special education teachers have a thorough and clear understanding of theory related to special education and the reading needs of special needs students in order to transfer theory into effective practice. Good reading instruction is comprised of the same components regardless of the student population. (Clayton, Sanzo, Sherman, 2011) 6) Principals need to examine the existing educational infrastructure that may prevent special needs students reading needs from being addressed. Typically, secondary students are no longer taught how to read. It is generally understood that students in the secondary grades are reading to learn as opposed to learning to read. (Roe, 2004) 7) Reading development is a continuum that begins in the preschool years and then extends into adolescence and adulthood. (Clayton, Sanzo, Sherman, 2011) 8) Reading development is a public concern as it relates to high school graduates and their preparedness for life after high school and job readiness.

PROPOSED SOLUTION
IN RELATION TO SCHOOLS MISSION AND VISION STATEMENTS
The special education program outlines teaching methods specific to students learning needs, materials and resources used, and assessments used to monitor progress at prescribed intervals. Stakeholders are identified as: students, parents, general education teachers, special education teachers, administrators, reading or curriculum intervention/specialists, alumni, board members, community members and business owners. Open discussion forums are held to discuss problems, solutions and expectations related to the special education reading program. General education teachers and special education teachers discuss problems and possible solutions across subjects since reading is a universal skill. The elementary, middle, and secondary school principal discuss and implement special education reading program strategies across schools in order to address deficiencies that continue across special needs students K -12 education. The secondary principal devises a special education reading program in conjunction with special education teachers and administrators that outlines reading program/materials and resources to be utilized in inclusion and self-contained settings to address specific special needs. The reading program defines specific goals and outlines assessments and progress monitoring to assess whether the program and student achievement goals are being met. Surveys will be constructed to measure effectiveness and perception and completed by stakeholders at all levels. The principal consistently and effectively reviews the program with all stakeholders to discuss the success of the special education reading program along with its ineffectiveness and analyzes stakeholders perspectives through surveys created to measure components of the program.

LEVEL OF INVOLVEMENT & CONTRIBUTIONS OF THE SCHOOL COMMUNITY

The special education reading program will be identified as an integral component of the educational system. Stakeholders at various levels are identified as: students, parents, general education teachers, special education teachers, interventionists/specialists, administrators, alumni, board members, community members, and business owners. The special education reading program strategic plan will be created with consideration of input from stakeholders by the principal and special education staff and will include specific ways in which stakeholders will support the strategic plan.

DISCUSSION QUESTIONS: LEVEL OF INVOLVEMENT & CONTRIBUTIONS OF THE SCHOOL COMMUNITY

Who should be responsible for the design and implementation of special education programs?

What are 3 steps you would take to improve the special education reading program at your school?

How can special education programs be monitored more effectively?

In general, do you feel special education programs are serving students needs?

Think about your schools special education program. Do you feel the special education program is beneficial to students with special needs?

In your opinion, what benefits, if any, could be gained from involving the community in designing and implementing a special education program?

ASSESSMENT OF IMPLEMENTED SOLUTIONS & UTILIZATION OF RESULTS FOR ADJUSTMENTS

Problems and solutions voiced through open forum discussions will be reviewed and discussed for validity and feasibility. Solutions will be implemented into the special education strategic plan during the next review and update. Specific stakeholders, administrators, and special education staff will be identified to monitor implementation and progress of specific plan goals in order to document and measure success or failure. General and special education teachers will utilize the rubrics created by the principal and special education staff to determine program effectiveness across subjects. Parents and students will be surveyed to share personal accounts of services received and academic support and progress. The special education reading program strategic plan will be reviewed every 6 months and updated once per academic school year. Responses and concerns will be categorized by the following: remedial reading instruction, understanding and sense-making, and leadership behavior. During the 6 month reviews and annual updates, assessment data, rubrics, survey responses, and additional comments and concerns will be reviewed to determine the effectiveness of goals within the special education reading program strategic plan.

DESCRIPTION OF THE DETERMINED IMPACT ON THE SCHOOL IMPROVEMENT PLAN & ITS CONNECTION TO TEACHING & LEARNING
The school and community have a shared vision that clearly describes the special education program, its goals, implementation, monitoring and progress, and outcomes by student, teachers, and the overall program. The special education reading program has outlined a strategic plan that can be used by any stakeholder to assess the programs effectiveness. Accountability for improvement is distributed to improve the entire system. Stakeholders feel responsible and valued and students display increased motivation. Students feel supported and learning is enhanced as a result of focused and consistent teaching. Students improve their reading abilities and graduate at a higher rate with tools that help them succeed in jobs and education after secondary school. The special education reading program becomes an integral component of the secondary educational process connecting the program to other aspects of the school.

Research & Sources

Clayton, J., Sanzo, K., & Sherman, W. (2011). Students with Special Needs, Reading Education, and Principals: Bridging the Divide Through Instructional Leadership. The International Journal of Educational Leadership Preparation, 6(1). Creswell, J.W. (2003). Research design: Qualitative, quantitative and mixed methods approaches, 2nd ed., Thousand Oaks, CA, Sage. Roe, M. (2004, Fall). Real reading interactions: Identifying and meeting the challenges of middle level unsuccessful readers. Childhood Education, 81(1), 9.