ABSTRACT
In this chapter the preparedness of educational leaders to support the equitable and effective education of students with disabilities is examined along with various approaches to strengthening the pipeline of local special education administrators. In arguing for the improvement of leadership preparation and development, research is reviewed linking special education knowledge to leadership practices. Reasons that explain why special education knowledge and beliefs make a difference in providing opportunities to learn for a diversity of students are discussed, and a case study from one state is examined to illustrate a model for strengthening the preparation of special education administrators in ways that forge the linkage of leadership, learning, and equity at both the school and district levels.
