As I plug through the last set of academic classes, I continue to look for ways these classes can help me successfully complete my dissertation and prepare me for a leadership position upon graduation.  I have come to realize that these classes are not hoops that need to be jumped through in order to accomplish the program, but tools to prepare me as a future leader in the field of education. 

     Over the course of the past year I have continued to move toward developing a plan for my dissertation.  But I have also realized that my original plan was too idealistic and I was trying to change the world.  I would still like to continue moving in the direction of studying the effects of Mindfulness Based Stress Reduction (MBSR) on students with an emotional or behavior disability (EBD); however, I believe more preliminary questions need to be asked before the effects of MBSR can be measured on students with EBD.  I have started to look at the possibility of a qualitative study to examine the perceptions and feelings of school administrators on the use of an MBSR program in their school; or the perceptions of students with the use of MBSR as part of the school curriculum.  After participating in my internship over the past summer I came to realize that more information needs to be gathered about the use of MBSR or contemplative practices used in a school environment, before actual quantitative research questions can be explored on individual students.  I believe there are still too many variables in educational leadership that need to be analyzed to determine if MBSR can be used in schools, or if it is a tool that should be left in a therapist office or therapeutic school.

    As an upcoming future leader in the field of education, I am very frustrated that special education has taken a backseat in public schools.  In various classes I have asked the same question several times, “If special education has all the laws and potential lawsuits, shouldn’t the school systems develop their school model around special education and then accommodate the general education needs?”  The meaning behind this statement is simple.  As a school system, make sure special education has received all the resources needed to be successful and then satisfy the general education needs.  I understand that in an average secondary school there are less than 10% of the students receiving special education services.  However, what is the percentage of lawsuits related to that 10%?  Instead of schools being reactive to special education laws, what if they were proactive in providing the accommodations to students with special needs?  And would there be a positive effect on general education students, who usually benefit from special education teaching strategies, in the classroom?  I also realize these thoughts question the foundation of education, but I think they need to be asked and studied.  At this time I do not know specifically what questions need to be asked.  However, a qualitative study of interviewing school administrators about their perspectives and beliefs would help formulate more specific questions that could be used to develop additional studies.