Current research in programs for preschool handicapped children and their families was reviewed under five administrative roles---program manager, policy planner, monitor-evaluator, advocate, and trainer-facilitator. Implications for administrators include activities/skill building in affective development, family services, technology, policy analysis, educational finance, advocacy, program evaluation/research, training, and interaction with staff. Consortium arrangements and technology are suggested as two means to respond to some of the implications. Additional investigation is recommended in effective leadership behavior with administrators of preschool programs and other areas.
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