Abstract
Purpose. The purpose of this study was to examine the relationship among the leadership of DSPS programs perceptions of learning disabilities. Using an individual or interactive perspective, this study attempts to identify the influence perception has on the policies and practices through the degree attainment outcomes of students with learning disabilities in California community colleges. This study examines the congruency of policy and practice of DSPS programs in community colleges, comparing the individual perspective versus the interactive as framed by the general systems theory (GST). Methodology. This study utilized the survey method to gather data to determine the influence of leadership perspectives on the policies and practices leading to higher degree attainment rates for students with learning disabilities. Additional information was obtained through interviews with directors and coordinators of DSPS programs. Discriminant analysis was used in an attempt to identify the leaders' perspectives of learning disabilities. Congruency between beliefs and practices was examined. Findings. The data for the study were collected from surveys and follow-up telephone interviews. The results from the survey were unable to discriminate a model preference from the survey responses. There were similarities in those policies mandated by state law among the colleges. There were no similarities found in the course substitution policies. The study found dissonance between the beliefs of the DSPS leaders in practices they believed influenced degree attainment rates and the actual practices on their campuses. There was great variability in the responses from the leaders regarding other factors influencing degree attainment rates. Three themes emerged from the interview: relationships, control, and dissonance. Finally, the model preference of learning disabilities by the DSPS leaders did not influence degree attainment rates. Conclusions. Leaders use the two perspectives of learning disabilities in order to maximize services. Because of state mandates, leaders use the individual model in order to qualify students for services. Leaders also hold the interactive perspective to influence others through workshops and personal development. The study was unable to demonstrate which sole perspective influences degree attainment rates among students with learning disabilities. Leaders experience dissonance between their beliefs and actual practices on their campuses. Building relationships and maintaining control were common themes among the leaders.