The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia

Handicapped Children ◽

Administrative Position ◽

Delivery Of Services ◽

Restrictive Environment ◽

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Assessment in Special Education: Administrators’ Perspectives

Diagnostique ◽

10.1177/1534508484010001-412 ◽

1984 ◽

Vol 10 (1-4) ◽

pp. 161-175

Author(s):

Virginia L. Dixon ◽

David E. Greenburg

Keyword(s):

Special Education ◽

Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

International Journal of Education Policy and Leadership ◽

10.22230/ijepl.2016v11n2a649 ◽

2016 ◽

Vol 11 (2) ◽

Cited By ~ 2

Author(s):

Erin B Kirkland ◽

Scott C Bauer

Keyword(s):

Special Education ◽

Instructional Leaders ◽

Thought Processes ◽

Structured Interviews ◽

Special Education Eligibility ◽

Special Education Administrator ◽

Private Practitioners ◽

School Based ◽

Education Administrator ◽

Using Data

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.

Performance Evaluation of Special Education Administrators: Considerations and Recommendations

NASSP Bulletin ◽

10.1177/019263659808259406 ◽

1998 ◽

Vol 82 (594) ◽

pp. 24-32 ◽

Cited By ~ 3

Author(s):

Lewis R. Johnson

Keyword(s):

Special Education ◽

Performance Evaluation ◽

A Statewide Survey of Special Education Administrators Regarding Mandated Prereferral Interventions

Remedial and Special Education ◽

10.1177/074193259201300410 ◽

1992 ◽

Vol 13 (4) ◽

pp. 34-39 ◽

Cited By ~ 6

Author(s):

J. Ron Nelson ◽

Deborah J. Smith ◽

Lonnie Taylor ◽

John M. Dodd ◽

Ken Reavis

Keyword(s):

Special Education ◽

Prereferral Interventions ◽

Exploring factors related to access to general education contexts for students with intellectual disability: a survey of district special education administrators in one state

International Journal of Inclusive Education ◽

10.1080/13603116.2020.1818140 ◽

2020 ◽

pp. 1-19

Author(s):

Julia M. White ◽

Meghan Cosier ◽

Qiu Wang

Keyword(s):

Special Education ◽

Intellectual Disability ◽

General Education ◽

Transition and other Services for Handicapped Students in Local Education Agencies

Council review ◽

10.1177/001440298905500405 ◽

1989 ◽

Vol 55 (4) ◽

pp. 315-320 ◽

Cited By ~ 6

Author(s):

James S. Fairweather

Keyword(s):

Special Education ◽

Vocational Programs ◽

Employment Opportunities ◽

Related Services ◽

Adult Services ◽

Local Education ◽

Education Agencies ◽

Education Administrators ◽

Local Education Agencies

A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.

Hospital Assessments of Children With Learning Problems: Perspectives From Special Education Administrators and Hospital Evaluators

Ambulatory Pediatrics ◽

10.1367/1539-4409(2002)002<0011:haocwl>2.0.co;2 ◽

2002 ◽

Vol 2 (1) ◽

pp. 11-16 ◽

Cited By ~ 2

Author(s):

Ludwig von Hahn ◽

Caroline Linse ◽

Janet Hafler

Keyword(s):

Special Education ◽

Learning Problems ◽

Survey on Prereferral Practices: Responses from State Departments of Education

Council review ◽

10.1177/001440298905500402 ◽

1989 ◽

Vol 55 (4) ◽

pp. 298-302 ◽

Cited By ~ 63

Author(s):

Jane Carter ◽

George Sugai

Keyword(s):

Special Education ◽

District Of Columbia ◽

Empirical Support ◽

State Level ◽

Prereferral Intervention ◽

Directors Of Special Education ◽

Departments Of Education ◽

State Directors ◽

A six-item survey was sent to state directors of special education (or their equivalent) in all 50 states and the District of Columbia. Items were developed to assess the type and level of prereferral intervention usage reported by state level special education administrators. Despite a lack of empirical support and a relatively inconclusive success rate, many state level administrators reported that they require or recommend the use of prereferral intervention strategies.