Administrative Tasks in Special Education

Abstract

A survey was conducted of the functional tasks of special education administrations in 100 randomly selected public school districts with pupil polulations between 13,000 and 30,000. An instrument was developed using Urwick's “POSDCORB” theory to study 7 types of administrative activities. Ranking of the tasks according to their importance was significant in 4 out of the 7 functional areas. Training and teaching experience revealed significant relationships. It was found that administrators were not conducting research on exceptional children nor were they making periodic publications available to the parents or the public.