Restricted accessResearch articleFirst published online 2010-02
Preparing Special Education Administrators for Inclusion in Diverse,Standards-Based Contexts: Beyond the Council for Exceptional Children and the Interstate School Leaders Licensure Consortium
Special education administrators must be prepared for their leadership roles in inclusive, culturally diverse, standards-based school settings. These challenges create the need for new skills, required for effective special education leaders in the 21st century. In this article, the authors examine the standards used to prepare special education administrators, and they offer new insights into the knowledge and skills needed to facilitate the inclusion of diverse students with disabilities in standards-based classrooms.
Amatea, E.S., & West-Olatunji, C.A. (2008). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling , 11(2), 81-89.
2.
Amrein-Beardsley, A. ( 2007). Recruiting expert teachers into hard-to-staff schools . Phi Delta Kappan, 89(1), 64-67.
3.
Berry, B. ( 2004). Recruiting and retaining "highly qualified teachers" for hard-to-staff schools. NASSP Bulletin, 88(638), 5-27.
4.
Boscardin, M.L. ( 2005). The administrative role in transforming secondary schools to support inclusive evidence-based practices. American Secondary Education, 33(3), 21-32.
5.
Boyer, L., & Mainzer, R.W. ( 2003). Who’s teaching students with disabilities: A profile of characteristics, licensure status, and feelings of preparedness. Teaching Exceptional Children, 35(6), 8-11.
6.
Browder, D.M., Wakeman, S.Y., Flowers, C., Rickelman, R.J., Pugalee, D., & Karvonen, M. ( 2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education , 41, 2-16.
7.
Carlson, E., Brauen, M., Klein, S., Schrool, K., & Willig, S. ( 2002). Study of personnel needs in special education: Key findings . Washington, DC: U.S. Department of Education.
8.
Cartledge, G., & Kourea, L. ( 2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children , 74, 351-371.
9.
Council for Exceptional Children. (Fall 2000 ). Research connections in special education. Author: Arlington, VA.
10.
Council for Exceptional Children. (2003a). Policy manual. Arlington, VA: Author .
11.
Council for Exceptional Children. (2003b). What every special educator must know: Ethics, standards, and guidelines for special educators. Arlington, VA: Author.
12.
Council of Chief State School Officers. (2008 ). Education leadership policy standards: ISLLC 2008. Washington, DC: Author.
13.
Defur, S.H. ( 2002). Education reform, high-stakes assessment, and students with disabilities: One state’s approach. Remedial and Special Education, 23, 203-211.
14.
De Valenzuela, J.S., Copeland, S.R., Qi, C.H., & Park, M. ( 2006). Examining educational equity: Revisiting the disproportionate representation of minority students in special education. Exceptional Children, 72, 425-441.
15.
Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
16.
Edgemon, E., Jablonski, B.R., & Lloyd, J.W. ( 2006). Large-scale assessments: A teacher’s guide to making decisions about accommodations. Teaching Exceptional Children , 38(3), 6-11.
17.
Friend, M. ( 2007). Introduction to special education. Boston: Allyn & Bacon.
Gately, S.E. ( 2005). Two are better than one. Principal Leadership , 5(9), 36-41.
20.
Gay, G. ( 2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
21.
Gehrke, R.S., & McCoy, K. ( 2007). Considering the context: Differences between the environments of beginning special educators who stay and those who leave. Rural Special Education Quarterly, 26(3), 32-40.
22.
Gersten, R., Keating, T., Yofanoff, P., & Harnis, M.K. ( 2001). Working in special education: Factors that enhance special educators’ intent to stay. Exceptional Children, 67, 549-567.
23.
Goldstein, L. ( 2004, January 8). Highly qualified? Teaching students with disabilities to high standards will depend on the skills of their teachers. Education Week, pp. 62-67.
24.
Goor, M.B., Farling, A., & Addison, P. ( 2007). Culturally responsive school leadership for exceptional learners. In F. E. Obiakor (Ed.), Multicultural special education (pp. 234-245). Upper Saddle River, NJ: Pearson.
25.
Green, J.A. ( 2008). Collaborating with special education administrators. Principal, 88(2), 12-15.
26.
Harris-Murri, N., King, K., & Rostenberg, D. (2006). Reducing disproportionate minority representation in special education programs for student with emotional disturbances: Toward a culturally responsive response to intervention model . Education and Treatment of Children, 29, 779-799.
27.
Irvine, J.J., Armento, B., Causey, V., & Jones, J. ( 2000). Culturally responsive teaching: Lesson planning for elementary and middle grades. Boston: McGraw-Hill .
28.
Kennedy, V., & Burnstein, N. ( 2004). An induction program for special education teachers. Teacher Education and Special Education, 27, 444-447.
29.
Kroth, R.L., & Edge, D. ( 2007). Communicating with parents and families of exceptional children. Denver, CO: Love.
30.
Lashley, C., & Boscardin, M.L. (2003). Special education administration at a crossroads: Availability, licensure, and preparation of special education administrators (COPSSE Document No. IB-8). Gainesville : University of Florida, Center on Personnel Studies in Special Education.
31.
Lawson, M.A. ( 2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38, 77-133.
32.
Manning, J.P., & Gaudelli, W. ( 2006). What teacher educators should know about poverty and special education. Teacher Education and Special Education , 29, 236-243.
33.
Marvel, J., Lyter, D.M., Strizek, G.A., Morton, B.A., Peltola, P., & Rowland, R. ( 2006). Teacher attrition and mobility: Results from the 2004-05 teacher follow-up survey (NCES No. 2007-307). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
34.
McDermott, T.K., & McDermott, D.F. (2002). High-stakes testing for students with special needs. Phi Delta Kappan, 83, 504-505, 544.
35.
McTighe, J., & Brown, J.L. ( 2005). Differentiated instruction and educational standards: Is detente possible? Theory Into Practice, 44, 234-244.
36.
National Alliance of Black School Educators. ( 2002). Addressing over-representation of African American students in special education: The prereferral intervention process. Arlington, VA: Council for Exceptional Education.
37.
National Center for Educational Statistics. ( 1998). Parent involvement in children’s education: Efforts by public elementary schools. Washington, DC: Author.
38.
National Center for Educational Statistics. ( 2006). School and parent interaction by household and poverty status: 2002-03. Washington, DC: Author.
39.
Neill, M. ( 2003). Leaving children behind: How No Child Left Behind will fail our children. Phi Delta Kappan, 85, 225-228.
40.
New Teacher Center. (2002). Coaching for equity. Reflections, 5(1), 1-12.
41.
Oakes, J., & Lipton, M. ( 2003). Teaching to change the world. Boston : McGraw-Hill.
42.
Oswald, D.P., Coutinho, M.J., & Best, A.M. ( 2000, November). Community and school predictors of overrepresentation of minority children in special education. Paper prepared for the Harvard University Civil Rights Project Conference on Minority Issues in Special Education, Cambridge, MA.
43.
Parrish, T. (2000, November). Disparities in the identification, funding, and provision of special education. Paper prepared for the Harvard University Civil Rights Project Conference on Minority Issues in Special Education , Cambridge, MA.
44.
Roach, V., Salisbury, C., & McGregor, G. ( 2002). Applications of a policy framework to evaluate and promote large-scale change. Exceptional Children, 68, 451-464.
45.
Ryan, J.B., Katsiyannis, A., Peterson, R., & Chmelar, R. ( 2007). IDEA 2004 and disciplining students with disabilities . NASSP Bulletin, 91, 130-140.
46.
Simmons, J.C., Grogan, M., Preis, S.J., Matthews, K., Smith-Anderson, S., Walls, B., et al. (2007). Preparing first-time leaders for an urban public school district: An action research study of a collaborative district-university partnership. Journal of School Leadership, 17, 540-569.
47.
Skiba, R.J., Simmons, A.B., Ritter, S., Gibb, A.C., Rausch, M.K., Cuadrado, J., et al. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children , 74, 264-288.
48.
Smith, A., & Kozleski, E.B. (2005). Witnessing Brown: Pursuit of an equity agenda inAmerican education. Remedial and Special Education, 26, 270-280.
49.
Talbert-Johnson, C. ( 2001). The quest for equity: Maintaining African American teachers in special education. The Journal of Negro Education, 70, 286-296.
50.
U.S. Department of Education. (2003). Twenty-third annual report to Congress on the implementation of IDEA. Washington, DC: Author.
51.
U.S. Department of Education. (2007a). The condition of education 2007. Washington, DC: Author.
52.
U.S. Department of Education. (2007b). Twenty-seventh annual report to Congress on the implementation of IDEA. Washington, DC: Author.
53.
Voltz, D.L. ( 2006). Inclusion in an era of accountability: A framework for differentiating instruction in urban standards-based classrooms. Journal of Urban Learning and Teaching, 2(1), 95-106.
54.
Voltz, D.L., Brazil, N., & Scott, R. ( 2003). Professional development for culturally responsive instruction: A promising practice for addressing the disproportionate representation of students of color in special education. Teacher Education and Special Education, 26, 63-73.
55.
Walsh, J.M. ( 2001). Getting the "big picture" of IEP goals and state standards . Teaching Exceptional Children, 33(5), 18-26.
56.
Wasburn-Moses, L. ( 2005). How to keep your special education teachers. Principal Leadership, 5(5), 35-38.
57.
Wigle, S.B., & Wilcox, D.J. ( 2002). Special education directors and their competencies on CEC-identified skills. Education, 123, 276-288.
58.
Williams, B.T. ( 2001). Ethical leadership in schools servicing African American children and youth. Teacher Education and Special Education , 24, 38-47.
59.
Worrell, J.L. ( 2008). How secondary schools can avoid the seven deadly school "sins" of inclusion. American Secondary Education, 36(2), 43-56.
