This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education. Features of this book include: (1) This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities; (2) Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research; (3) Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students; and (4) Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform, organizational management, and instructional leadership. This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies. Contents include: (1) Leadership for Student Performance in an Era of Accountability (Martha L. Thurlow, Rachel F. Quenemoen, and Sheryl S. Lazarus); (2) Conceptual and Historical Foundations of Special Education Administration (Barbara Pazey and James R. Yates); (3) Expanding the Leadership Framework: An Alternate View of Professional Standards (Mary Lynn Boscardin and Carl Lashley); (4) Developing Educational Leaders for the Realities of Special Education in the 21st Century (Jean B. Crockett); (5) Special Education Law for Leaders and Administrators of Special Education (Mitchell L. Yell, Susan S. Thomas, and Antonis Katsiyannis); (6) Financing Education for Children with Special Needs (Preston Green, Bruce Baker, and Matthew J. Ramsey); (7) Special Education and School Choice: A Special Leadership Challenge (Julie Mead and Preston Green); (8) Disability, Difference, and Justice: Strong Democratic Leadership for Undemocratic Times (Thomas Skrtic); (9) System-wide Leadership for Culturally-Responsive Education (Elizabeth Kosleski and Jennifer J. Huber); (10) Inclusive School Reform: Distributed Leadership across the Change Process (Bonnie Billingsley); (11) Collaborative Decision-Making in Multicultural Contexts (John Hoover, Amy Eppolito, Janette Klingner, and Leonard Baca); (12) Leadership and Collaboration in Home-School Partnerships (Beth Harry); (13) Building Trust and Responding to Conflict in Special Education (Barbara J. Lake and Art Stewart); (14) Leading to Improve Teacher Effectiveness: Implications for Practice, Reform, Research, and Policy (Donald Deshler and Jake Cornett); (15) Teacher Quality and Effectiveness in an Era of Accountability: Challenges and Solutions in Special Education? (Mary Brownell, Bonnie S. Billingsley, James McLeskey, and Paul Sindelar); (16) Leadership and Instruction: Evidence-based Practices in Special Education (Bryan G. Cook and Garnett J. Smith); (17) School Leadership and School-wide Positive Behavior Support (George Sugai, Breda V. O'Keeffe, Robert H. Horner, and Timothy J. Lewis); (18) Responsive Instructional Leadership for Early Intervention (Patricia Snyder, Crystal D. Crowe, and Robert Crow); (19) Leadership for Transition to Postsecondary Settings (David W. Test, Valerie L. Mazzotti, and April L. Mustian); and (20) Challenges for Leaders in the Not-so-New Era of Standards (Margaret J. McLaughlin, Amy F. Smith, and Tracy G. Wilkinson).