The Role of School Administration in Supporting Special Education Programs
DOI:
https://doi.org/10.35696/joa.v13i2.2585Keywords:
School administration, Educational leadership experiences, Special education, Inclusive educationAbstract
This study aimed to explore the role of school administration in supporting special education programs by examining the strategies employed, challenges faced, and proposed solutions from the perspective of special education teachers. Adopting a qualitative methodology, the study utilized open interviews with a sample of special education teachers working in selected schools. Findings revealed that school administrations implement several positive strategies, such as providing qualified personnel, material and moral support, and collaboration with student counseling services. However, challenges that hinder the effectiveness of this support were identified including a shortage of qualified staff, weak communication with parents, insufficient educational resources, and the absence of psychological specialists. The study recommended addressing staff shortages, improving infrastructure, intensifying vocational training programs, activating community partnerships, enhancing the roles of psychological and social specialists, and offering incentives for special education teachers. Additionally, it proposed future research directions, such as designing a model for evaluating teacher performance, examining the impact of psychological support provided by school administrations, and analyzing educational leadership experiences across diverse environments. These efforts are anticipated to contribute to the advancement of inclusive education and the realization of educational equity.
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