ABSTRACT
Special education leadership has evolved over time. The emergence of this role has not been a straight, linear progression, nor has it been without uncertainty, complexity, conflict, and continuing stress on both individuals and systems responsible for ensuring services for persons with disabilities. In this chapter the authors ask critical questions pertaining to the history of special education leadership, examine previous strategies and models for providing services to persons with disabilities, describe the shape of special education leadership as an emerging discipline today, and seek to reduce confusion and inconsistency in the rationale for special education leadership. The current context of special education leadership is discussed to provide insight into the roles, responsibilities, potential conflicts and changes special education leaders will face in the future. Forecasting technologies are illustrated to help administrators anticipate and respond to the complex information, training, and practice needs of special education leadership in the twenty-first century.
