Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities

Abstract Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers. Educational administrators have been aware of the needs of students with disabilities due to section 504 of the Rehabilitation Act of 1973, Public Law 94-142, The Education For all Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act (I.D.E.A.) of 1990 and 1997. These laws have affected the policies and procedures of public schools since the mid 1970s. With the enactment of the Americans with Disabilities Act of 1990, many are not as familiar with what is required about working with school employees with disabilities (Essex, 2002; Dayton & Arnau, 1999; McMenamin & Zirkel, 1998; Rumrill & Mullins, 1994). There is a body of research in which it has been suggested that administrators have little knowledge or understanding of the Americans with Disabilities Act (ADA), or they have not taken the appropriate action to comply with these requirements (Bettenhausen, 2001; Sullivan, Lantz & Zirkel, 2000, McMenamin & Zirkel, 1998). Keller (1994) assessed the level of awareness of the ADA by American sponsored Overseas School Superintendents, acknowledging a significant deficit in this area. Reinert (1994) and Labuda (1995) reported concerns that some school districts had not taken appropriate actions to comply with the law. Although strides have been taken to provide for the variety of educational needs of students with disabilities, one might question progress in accommodating personnel with disabilities. Educational administrators also need to be prepared to avoid discrimination against potential employees with disabilities (Shoop & Dunklee, 2001; O'Brien, 1992). In a study by Rickard, Triandis, and Patterson (1963) the hypothesis was supported that individuals with disabilities who were applying for teaching positions were rejected more often than applicants without disabilities. Although there are limited numbers of studies of educational administrators and their attitudes toward employees with disabilities, concerns can be seen in studies in related fields. Negative attitudes have been indicated to be one of the more significant barriers to successful integration of employees with disabilities (Walters & Baker 1996; Nathanson & Lambert, 1981). Insensitive individuals and unaccommodating environments may create additional barriers (Obiakor, Karr, Algozzine & Utley, 1995). Today, attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act may be factors that influence the recruitment of qualified persons with disabilities in education. …