Educational leaders, including directors of special education (DSE), often lack the depth and breadth of knowledge, skills, and dispositions needed to effectively manage the nuanced needs of special education. It is critically important, both legally and morally, for DSEs to have skills and mindsets to be effective in their roles. It is imperative…

Providing opportunities for students with disabilities to engage in activities that can promote self-determination is deemed best practice (Landmark et al., 2010; Wehmeyer et al., 2013). One setting where these skills may be continually refined is during an Individualized Education Program (IEP) meeting (Agran & Hughes, 2008; Arndt et al.,…

Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge.…

Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these…

Retention of administrators is related to student achievement, but little is known about factors related to the retention of special education directors. The authors examine whether educational credentials, certifications, and number of years served are related to the number of years served as local education agency special education director.

This article provides a short overview of how to communicate about the purposes of educational assessments. The authors address the assessments that may be required at the state or district level, including summative assessments, interim assessments, and formative assessment practices. The article describes the needs of various audiences and the…

Extended school year (ESY) services refer to those special education services received by students during the summer break. These services are needed for those students who receive special education services who would otherwise regress and not readily recoup skills when returning to school. Identifying students who should receive extended school…

Little is known about how current special education administration preparation standards are perceived by special education personnel. This survey examined the perceived importance of the Council for Exceptional Children's most current standards for special education administration competencies from the perspectives of current special education…

In this article, the author interviewed five former colleagues who were retired special education administrators about their careers and perspectives during the spring of 2012. They all worked for a regional education agency in Pennsylvania. The interviews revealed many challenges, from physical exhaustion to a changing organizational culture.…

Lacking expertise in a specific subject area or with a specific disability does not mean that administrators cannot effectively supervise teachers who do have this expertise. After all, one could argue that good teaching is good teaching regardless of the subject area or disability category (Kaufman & Badar, 2014). However, the more…

School administrators are responsible for classroom teacher observations and annual evaluations. As emphasis on student achievement and teacher effectiveness intensifies, school administrators must be able to differentiate between effective and ineffective special educators and the use of evidence based versus nonevidence based teaching practices…

Special education administrators play a critical role in the implementation of successful inclusion in diverse, standards-based environments. They provide the vision and leadership necessary to guide educators in both general and special education as they deliver instructional programs to meet the needs of diverse students with disabilities.…

English language learners (ELLs) with disabilities are a growing part of the K-12 school population and will be included in the next generation of accountability assessments, just as they are now included in state assessments. These learners have some unique characteristics and may demonstrate their knowledge and skills in particular ways because…

Highly politicized educational reforms in New York City have seen special education become marginalized as a casualty of the accountability movement. There is a liminal space between "old" and "new" ways where special education administrators find themselves as they consider their roles and responsibilities in continuing to…

The role of the school administrator as an instructional leader has had a long history. However, today this role is more important than ever as high stakes testing has increased the level of accountability for all educators. Districts across the country be they urban, suburban, or rural are scraping for every dollar and at the same time many…