The Organization and Administration of Special Services: Variations,Tensions,and Possibilities

Allington R. L. , McGill-Franzen A. , & Schick R. (1997). How administrators understand learning difficulties. Remedial and Special Education, 18(4), 223–232.

Bradley-Johnson S. , & Dean V. J. (2000). Role change for school psychology: The challenge continues in the new millennium. Psychology in the Schools, 37(1), 1–5.

Braukmann W. T. , Cochran D. W. , & Pankove E. (1983). NASSP Bulletin, 6(465), 83–85.

Burrello L. (2003). Principles of leadership for special services. In Cunningham W. C. , & Cordeiro P. (Eds.), Educational administration: A problem-based approach (pp. 240–242). Boston: Allyn & Bacon.

Capper C. A. , Frattura E. , & Keyes M. W. (2000). Meeting the needs of students of ALL abilities: How leaders go beyond inclusion. Thousand Oaks, CA: Corwin.

Chien Y. , & Capper C. A. (1999, April 19–23). The relationship between the principal and the director of pupil services in inclusive and traditional elementary schools. Paper presentation at the American Educational Research Association annual meeting, Montreal.

Council for Exceptional Children. (2002). To light a beacon: What administrators can do to make schools successful for all students. Arlington, VA: Author.

Crockett J. B. (2002). Special education's role in preparing responsive leaders for inclusive schools. Remedial and Special Education, 23(3), 157–168.

Cross L. , & Walker-Knight D. (1997, Spring). Inclusion: Developing collaborative and cooperative school communities. Educational Forum, 61, 269–277.

Doyle L. H. (2002a). Leadership and inclusion: Reculturing for reform. International Journal of Educational Reform, 11(1), 38–62.

Doyle L. H. (2002b). Leadership and special education: A study of power shifts. Journal of School Leadership 12(1), 23–56.

Doyle L. H. (2003). Democratic leadership and students with disabilities: Discordant conversations, but not incompatible. International Journal of Leadership in Education: Theory and Practice, 186–207.

Falvey M. A. , Blair M. , Dingle M. , & Franklin N. (2000). Creating a community of learners with varied needs. In Villa R. A. , & Thousand J. S. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 186–207). Baltimore: Paul Brookes Publishing.

Frohoff K H. , & Lindle J. C. (1998, October). The leadership imperative: Sorting out special education directors’ and principals’ roles in educational excellence. Paper presented at the annual meeting of the University Council for Educational Administration, St. Louis, MO.

Garrett K. J. , & Barretta-Herman A. (1995). Missing links: Professional development in school social work. Social Work in Education, 17(4), 235–243.

Gartner A. , & Lipsky D. K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57(4), 367–395.

Gartner A. , & Lipsky D. K. (2000). Inclusion and school restructuring: A new synergy. In Villa R. A. , & Thousand J. S. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 38–55). Baltimore: Paul Brookes Publishing.

Giangreco M. F. (2000). Related services research for students with low-incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in Schools, 31(3), 230–239.

Giangreco M. , Cloninger C. , Dennis R. , & Edelman S. (2000). Problem-solving methods to facilitate inclusive education. In Villa R. A. , & Thousand J. S. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 293–327). Baltimore: Paul Brookes Publishing.

Giangreco M. , Cloninger C. , & Iverson V. (1998). Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities (2nd ed.). Baltimore: Paul H. Brookes Publishing.

Giangreco M. , Edelman S. , Luiselli T. , & MacFarland S. (1998). Reaching consensus about educationally necessary support services: A qualitative evaluation of VISTA Special Services in the Schools, 13(1-2), 1–32.

Honig M. (2003). Building policy from practice: District central office administrators’ roles and capacity for implementing collaborative education policy. Educational Administration Quarterly, 39(3), 292–338.

Hunt P. , Hirose-Hatae A. , Doering K. , Karasoff P , & Goetz L. (2000). “Community” is what I think everyone is talking about. Remedial and Special Education, 21(5), 305–317.

Individuals With Disabilities Education Act. (1997). 20 U.S.C. 1401 Section 602(22).

Knoster T. P. , Villa R. A. , & Thousand J. S. (2000). A framework for thinking about systems change. In Villa R. A. , & Thousand J. S. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93–128). Baltimore: Paul Brookes Publishing.

Lashley C. A. (1992). Position responsibilities and relationships in the evaluation of district level special education administrators. Paper prepared for the Council of Administrators in Special Education. (ERIC Document Reproduction Service No. ED 388 649).

Levy S. (1995). Inclusion demands top-down support for bottom-up implementation. School Administrator, 56(6), 266–267.

Miles K. , & Darling-Hammond L. (1998). Rethinking the allocation of teaching resources: Some lessons from high-performing schools. Educational Evaluation and Policy Analysis, 20(1), 9–29.

Mulhern J. S. (1995). Pupil Services: A resource and planning guide (Bulletin No. 95241). Available from the Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179.

Odden A. , & Archibald S. (2001). Reallocating resources: How to boost student achievement without asking for more. Thousand Oaks, CA: Corwin.

Peterson J. S. , & Littrell J. M. (2000). A school counselor creates a problem-solving culture. International Journal of Educational Reform, 9(4), 311–320.

Peterson S. A. (1999). School district central office power and student performance. School Psychology, 20(4), 376–387.

Prelock P. A. (2000). Prologue: Multiple perspectives for determining the roles of speech-language pathologists in inclusionary classrooms. Language, Speech, and Hearing Services in Schools, 31(3), 213–218.

Reynolds M. , Wang M. , & Walberg H. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53, 391–398.

Skrtic T. M. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver: Love Publishing.

Slavin R. E. (1991). Synthesis of research of cooperative learning. Educational Leadership 48(5), 71–82.

Stainback W. , & Stainback S. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51, 102–111.

Swan W. W. (1998). Leadership institutes: An effective collaborative outreach activity. Journal of Public Service and Outreach, 3(2), 58–68.

Tapasak R. C. , & Keller H. R. (1995). A reaction to “Where will… ?” and suggestions for “How to”: The need to address systems-level variables in school psychology role/function change efforts. Journal of School Psychology, 33(3), 201–208.

Thousand J. S. , Nevin A. I. , & McNeil M. E. (2000). Achieving social justice through education for responsibility. In Villa R. A. , & Thousand J. S. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 137–165). Baltimore: Paul Brookes Publishing.

Thousand J. S. , & Villa R. A. (2000). Collaborative teaming: A powerful tool in school restructuring. In Villa R. A. , & Thousand J. S. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 254–291). Baltimore: Paul Brookes Publishing.

Villa R. A. , & Thousand J. S. (2000). Restructuring for caring and effective education: Piecing the puzzle together. Baltimore: Paul Brookes Publishing.

Zepeda S. J. , & Langenbach M. (1999). Special programs in regular schools: Historical foundations, standards, and contemporary issues. Boston: Allyn & Bacon.