BRIDGING THE GAP: PRINCIPALS' KNOWLEDGE OF SPECIAL EDUCATION

Abstract

The Individuals with Disabilities Education Act guarantees a Free Appropriate Public Education for students with disabilities in their Least Restrictive Environment. In the school year 2022–2023, over 7.5 million students received services under IDEA; however, only 23 states met IDEA Part B requirements, revealing systemic gaps in implementation. A critical factor contributing to these shortcomings is the limited preparation of school principals in special education. Many principals report feeling ill-equipped to support inclusive practices, which can impact service quality, student placement, and long-term outcomes as inclusive education becomes more prevalent. As of 2022, 67% of students with disabilities spend most of their day in general education classrooms, increasing the need for informed and prepared leadership.This literature review investigates the relationship between principal knowledge of special education and its effects on students, educators, and school culture. A total of 27 peer-reviewed studies were analyzed using a structured framework that included study descriptions, population relevance, proposed solutions, research questions, design, sample characteristics, procedures, and results. The studies were categorized according to three guiding research questions: principal preparation programs, principals’ training needs, and the impacts of principals’ knowledge. Research indicates that principal preparation programs often lack sufficient training in special education, despite principals’ critical role in supporting inclusive education. This leaves school leaders underprepared to navigate legal mandates, support staff, and lead inclusive schools. Research emphasizes the need to align leadership preparation with Council for Exceptional Children standards and include more training on inclusive education for students. Principals play a pivotal role in shaping Individualized Education Programs, supporting service providers, and fostering inclusive school cultures. Their knowledge influences teacher retention, litigation risks, and student achievement. Although a direct causal link between principal training and student achievement remains limited, evidence suggests that enhanced preparation programs and training can improve legal compliance and inclusive practices. This review underscores the necessity for states to mandate targeted professional development and revise certification standards to reflect the evolving responsibilities of school leaders. Equipping principals with the knowledge of special education is essential to ensuring equitable educational opportunities and fostering inclusive environments for all learners.