Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

Abstract

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.