The Future of Education

Administrators of special education are responsible for various aspects of special education programming in schools in the United States [1]. These administrators often focus on compliance with local, state, and federal laws governing special education, as well as leading specialized staff who work in special education. The special education administrator also sets forth a vision for pedagogical practices and can guide a district to inclusive models of education [2]. Integral to this work is the implementation and development of curricula that will meet the needs of all students. It is unclear whether special education administrators view part of their role as curriculum partners to help develop more inclusive practices for students with disabilities. Often in the United States, curriculum development, implementation, and monitoring are performed by a curriculum administrator [3]. This administrator is not required to have a background in special education, thus creating a need for collaboration with special education administrators [4]. These two administrative roles do not often view themselves as integral partners, as each focuses on a distinct area of school functioning. Utilizing a qualitative methodology, this study examined the perceptions of special education administrators to better understand how they view their roles in relation to curriculum, whether this can help lead to more inclusive programs for students with disabilities, and if there is a belief in collaboration between curriculum administrators and special education administrators. The results of this study will assist special education administrators to better understand their role in the curriculum process to help create more inclusive schools [5]. It can also assist schools to see the importance of nurturing these collaborative partnerships.