7077_Journal Critique

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School

Jomo Kenyatta University of Agriculture and Technology *

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102

Subject

Management

Date

Nov 24, 2024

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docx

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Uploaded by ChancellorStingrayMaster469

1 Progressive Muscle Relaxation Name Institution Course Professor Date

2 Article Summary Pregot's (2021) study dives into the breadth of information held by school principals addressing both generic leadership roles and special education procedures. Principals from five states, including Georgia, New York, Michigan, Vermont, and Oregon, participated in the study, reflecting a wide demographic basis. The study identified ten generic leadership activities, such as budget preparation and teacher assessment, as well as ten special education functions, such as developing Individualized Education Plans (IEPs) and executing Response to Intervention (RTI) techniques. Higher evaluations were connected with general leadership functions, according to the data. The study sought to emphasize the need of school leaders having a more thorough grasp of special education. Author’s Main Points The article emphasizes the growing necessity for school administrators to meet the different needs of children, particularly those with disabilities who are covered by the Individuals with Disabilities Education Act (IDEA). It highlights the critical role of principals in knowing and executing special education procedures, such as student categorization information, effective teaching tactics, alternate testing choices, and compliance protocols. The Every Student Succeeds Act (ESSA) emphasizes the significance of responsibility for all students' academic achievement, making it critical for school administrators to understand special education methods. Unfortunately, research suggests that many school administrators lack this critical understanding, which can be related to a lack of special education focus in their training programs and a lack of in-house professional development. According to the report, closing this knowledge gap would include updating leadership training programs, providing special

3 education mentors, and encouraging personal reflection and strategic planning among school leaders. Personal Viewpoint This research sheds light on an important topic in the world of education. The findings show a worrying disparity in school leaders' awareness of special education, which has serious consequences for the well-being and academic achievement of children with disabilities. It is frustrating to realize that many principals lack the essential understanding of special education processes as someone who is concerned about inclusive education and the equal treatment of all kids. This shortcoming can lead to insufficient assistance for students with impairments, perhaps resulting in missed opportunities and difficulty in reaching their full potential. The article's recommended remedies, such as changing leadership development programs and designating special education mentors, are practical approaches that can help close this knowledge gap. These ideas, in my opinion, should be seriously explored and implemented in school systems to ensure that school leaders are better able to fulfill their kids' different needs. Furthermore, encouraging personal reflection and strategic planning among school leaders may be a beneficial method to improving their understanding of special education and creating a more inclusive and supportive learning environment for all kids. Overall, the study raises an important topic and suggests viable answers that should be researched further and used in educational procedures.

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4 Reference Pregot, M. V. (2021). Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?. International Journal of Educational Reform , 30 (1), 3-20. Available at: https://doi.org/10.1177/1056787920967114

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