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-Advocacy for individuals with disabilities resulted in acts of healing (mental/physical disabilities) and exorcism (emotional/behavioral)
-Concerns for universal education led to categorization of individuals with disabilaties as "idiot." -
William Maxwell appoints Elizabeth Farrell as special education administrator within the New York School System building for which she was a teacher. Administrative functions included: classroom supervision/organization, oversight of admission, review and dismissal of students to the program, and approval of teachers assigned to ungraded classes.
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Alfred Binet and Theodore Simon developed a measure of the intellectual potential and ability of individuals. It was later revised and used to develop programs to address varying levels of determined intelligence.
Individuals considered to be unfit were placed into institutions or facilities.
Administrators were formally assigned to manage and operate these institutions. -
The federal government provides support for leadership preparation programs in special education and expands benefits for training available for all areas of disability.
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The first handbook dealing with special education administration and training is developed in the 1960's.
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Equal access to education
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Created to improve preparation programs for special education administrators
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General-Special Education Administration Consortium
Special education moving toward greater integration of education in general. Training and practice of special and general education professors, students and practitioners is needed in collaboration. -
Education for All Handicapped Children Act
Requirements linked general and special education responsibilities. -
The Council of Chief State School Officers (CCSSO), published Standards for School Leaders in which six standards of professional excellence were recommended to ensure quality and consistency across leadership preparation programs.
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14,998 fully licensed special education administrators were employed in the 1996-97 school year. An additional 230 funded positions remained unfilled that year.
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Amendments to IDEA in 1997 encouraged and reinforced accountability and greater collaboration between general and special education to improve public education for children with disabilities.
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The Standards Movement- Administrators must change their approach to align with the standards based accountability practices of No Child Left Behind. (Formerly known as ESEA) link text
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The U. S. Bureau of Labor Statistics (USBLS, 1996-1997) predicts that the need for school administrators will increase by 10 to 20% through 2005. Further, the National Association of Elementary School Principals (NAESP) estimates that approximately 40% of the country's 93,200 principals will retire by 2008 (Doud & Keller, 1998). Link text
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re authorization of IDEA allowed identification of students termed Response to Intervention (RTI). There is confusion in this area of responsibility as RTI is a general education process that often falls under the special education administrator's responsibility.
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School administrator preparation programs today emphasize the skills needed to work effectively with people as well as the ability to lead and manage well.
Those who are able to comfortably share leadership functions make the best leaders. -
Policies (federal, state, or district) that say that standardized instruction and curriculum are equal create tension, especially as they conflict with personal values and ideas of fairness. link text
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Retired administrators with a wealth of experience report that future administration will be tasked with the responsibility of "doing more with less" Link text
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The PAIU annual conference will be held this year May 19, 2019
Link text Modern role of Special Education Leadership
