Theoretical Implications, Essay Example

In relation to theoretical implications for this particular study, it is clear that training methods, policies and procedures currently being taught and trained in the special education sector will have to be completely re-designed. This is a necessary requirement, in order to suit the growing number of school administrators with incorrect training prior to employment.

For this to occur, the revamp needs to be centered around challenging children’s needs, not merely special education agendas. This will ensure that the focus of special education is being met, and the necessary steps to improve the experience and expertise of school administrators, both trained and untrained, is being carried out.

The special education sector will obviously be on the receiving end of major practical implications as a result of this study, for three major reasons. Firstly, the knowledge gap between trained and untrained school administrators will need to be filled, mainly with a new form of training, as aforementioned. For this to be effective, trainers need to focus on practical aspects of challenging children’s focused needs, rather than just theoretical knowledge.

Secondly, training needs to be constantly updated and improved, to reflect the changes in the special education sector. For training to take place every few months will be necessary for school administrators to be up-to-date with challenging children’s’ priorities.

Thirdly, school administrators need to utilize their new-found training in building up key skills and leadership traits to properly influence and work well with challenging children, who are the end focus of all training.

Contributions to the Field

According to the Principals and Inclusion Survey undertaken by Praisner (2000), the results reflected that specific training gave principals positive experiences with students of all types of disabilities. As using such a methodological design in quantifying the relationship between those who have training in comparison to those who do not, it establishes the premise on which additional research is based.

Concerning the standard of education for which trained and untrained school administrators which both are expected to meet, there is also an expectation that such formal preparation is pivotal in association with engagement in special education. Although most administrators have some form of training, research suggests that it is still insufficient.

More intense training is required for principals in special education (Stevenson-Jacobson, 2006). This may be due to the fact that leadership abilities are yet to be observed amongst the majority of school administrators.

As aforementioned, this particular trait is not taught, but learnt via experience. This may also be a contributor to the insufficiency of adequate training and the need for focussed leadership on the part of school administrators in a special education setting.

Acceptance and understanding through leadership is imperative for school administrators, as is responsibility (Protz, 2005; Shaw and Madaus, 2008). These qualities come through leadership, which needs to be emphasised in further training when school administrators are dealing with challenging children.

For the purposes of pre-service training programs in the area of special education, it is shown to benefit school administrators who engage in such additional training if offered (Lowe and Brighman, 2000). This particular type of preparation is important to extend the expertise of school administrators, as well as begin the training of those who are not formally trained in special education.

In particular, the guidelines for such training is rooted in social learning theory (Bandura, 1977; Bateman and Batemen, 2001). As Bandura’s theory reflects the fact that learning is observed through modelling behaviour, this serves as a guide for action. The main concepts behind the learning process is modelled behaviour is adopted when valued by individuals, and modelled behaviour is similar to the individual if it is believed to have a functional model.

As the relationship to school administrators and social learning theory is accentuated by changing the role of training in special education to emphasise learning by doing, and such modelled behaviour is to be strategized and incorporated into the training programs. Both cognitive and behavioural concepts are to be coupled with the support of environmental influences in the special education setting.

Requirements for such training for school administrators is emphasised in importance as well as practicality. The school administrators who have prior training still require further training, whereas those who do not have any training can engage in training programs without any pre-conceived conceptions or obstruction to training. Therefore, it is easier to implement such training programs, if needed, for those who are untrained school administrators.

Those who are school administrators who have been trained are seen to have training that is inadequate or out-of-date with current special education environments. This prior training is seen as a disadvantage for those seek to provide education for challenging children.

As such, untrained school administrators actually have an advantage, as contrasted with trained administrators, since the former can provide current training and utilise knowledge and experience as learned through experience, exemplifying leadership traits and modelling behaviour via training that is provided on a needs basis.