Schools are facing many changes in the ways that teaching, learning, and assessment take place. Most states are moving from individual state standards to the new Common Core State Standards, which will be fewer, higher, and more rigorous than most current state standards. As the next generation of assessments used for accountability are rolled…

The role of critically conscious special education leaders is both complex and diverse. The expectations placed on these individuals are continuously evolving as the need for improving schools and student outcomes becomes increasingly critical. The intersections of personal social histories, historical legacies, and situated contexts result in…

This article provides background and commentary on the articles in this issue of "Journal of Special Education Leadership." Each of the articles describes the agonizing choices and constant struggles in the evolving educational landscape. Two themes emerged: (1) the conflicting intersection of the Individuals with Disabilities Improvement Act…

Special education leaders need to be aware of long-standing general regulatory requirements under [image omitted]504 for which school districts are often vulnerable. Special education leaders also have to keep current on recent legal developments for "[image omitted]504-only" students, including the effects of the Americans with Disabilities Act…

"If you don't know where you're going, any road will take you there." This oft-cited but not-quite-accurate quote is from the Lewis Carroll's classic children's tale, Alice in Wonderland. In Carroll's altered reality, the conversation between the disoriented Alice and the mysterious Cheshire Cat actually went like this: "Would you tell me, please,…

Numerous scholars contend that students with and without disabilities benefit both socially and academically from inclusive services. Other researchers advocate for educating students with disabilities in self-contained settings. The aim of this article is to compare the literature on the rationale for use of self-contained special education…

Children with autism accounted for almost one third of a comprehensive sample of published court decisions concerning the core concepts of free appropriate public education (FAPE) and least restrictive environment (LRE) under the Individuals With Disabilities Education Act. The other major, and more significant, finding was that when comparing…

Unlike data that show that all states require credentials for special education teachers, national data indicate that only 27 states require licensure/certification/endorsement as an administrator of special education. The titles used by states to identify the local director of special education include administrator of special education, director…

This article maps out the similarities and differences among the various routes to Individuals with Disabilities Education Act (IDEA) and Section 504 dispute resolution, including those not widely and well known to special education leaders. For IDEA-eligible students, the alternative avenues consist of not only the impartial hearing procedures…

The shifting emphasis within the Individuals with Disabilities Education Act (IDEA) legislation toward greater parental involvement is supported by the literature suggesting that engaging parents in their child's education will improve the effectiveness of schooling, especially programs directed toward educating students with disabilities.…

In spite of various opinions about the requirements of the No Child Left Behind (NCLB) and of the newly reauthorized Individuals with Disabilities Education Act 2004 (IDEA) and the difficulties with implementing these federal laws, people are beginning to see positive outcomes and improvement in the academic performance of students with…

The requirements of (NCLB) and the 2004 reauthorized Individuals with Disabilities Act (IDEA) emphasize higher standards and achievement of all students. Fundamental changes are being implemented in organizing for instruction, staffing, and differentiating instruction. Leaders recognize the wall must come down between general and special education…

This commentary discusses the decrease in educational funding, the increase of mandates under the No Child Left Behind Act and the Individuals with Disabilities Education Act, and the possible conflicts between general and special education. Administrators and educators are urged to work together to meet the needs of all students. (CR)

This article discusses the role of special education administrators in leading the way for changes in special education during the reauthorization of the Individuals with Disabilities Education Act. The need for administrator advocacy for streamlined paperwork, the response to intervention model, and the provision of highly qualified staff is…

This study examined the perception and level of knowledge of special education law among beginning school administrators (n=120). Most respondents did not believe they had sufficient knowledge of special education law and expressed a need for additional preparation in special education law. Results support an increase in academic training in…