| Summary: | This doctoral thesis examines how principals of elementary schools in Massachusetts approach their leadership responsibilities while considering students with special needs. Elementary school principals interviewed provided insight regarding their understandings of special education and disabilities. The study found that as administrators, they recognize that they are accountable for 100% of the student population's access to high-quality education. This concern for all
students leaves principals overwhelmed at times because they also have to manage and lead their schools. The factors that assist a principal's understanding of students with special needs include principal certification and preparation programs, personal experience with disabilities (either their own or those of another individual), teaching experience, leadership capabilities, and how much a principal knows about special education. The central issue is how individual principals view
and describe their experiences with special education.
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