Chapter 10: Compassionate Leadership Through Instructional Vision For Special Education

Special education programming presents unique challenges for students, parents, and teachers. Students receiving special education services are often frustrated and confused by the fact that they need interventions, and frequently compare themselves to their peers, whom they may perceive as smarter or more capable. Research demonstrates the negative influences of social comparison, stigma, and isolation that often accompany students’ identification and receipt of special education services (Lohbeck, 2020). Parents of children in special education report stress associated with knowing how best to advocate for their child, fear of being stigmatized, and uncertainty about their child’s future (Paryente & Levy, 2023). Some parents even worry that they may have caused their child’s disability (e.g., Leedham et al., 2020). General education teachers usually want to help students with disabilities, but they also report feeling as though special education is not their responsibility (Blanton et al., 2011). Finally, special education teachers sometimes struggle to understand how they fit into the school. Although case management is a significant aspect of what special education teachers are required and trained to do as part of their work, they often feel an imbalance in their workload, with case management outweighing teaching in their day-to-day experiences (Blackwell & Lilly, 2022; Salat, 2020). Principals work at the intersection of these people and challenges, and by engaging in compassionate leadership, principals can alleviate distress for all parties.