(EDL 650) Foundations of Special Education Administration
Syllabus of Record
Prerequisites: None
Catalog Description:
Theories of educational leadership will be explored. Federal regulations and state rules pertinent
to special education programming will be examined. Candidates will participate in simulations,
presentations and group discussions designed to provide information about, and insight into,
effective leadership and management of special education programs and services.
The COE Conceptual Framework
Mission: “Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and Learning
in a Democratic Society.
Values: “Expertise, Equity, Liberal Education, Social Responsibility
The College of Education values expertise to guide our practice, equity to guide our interactions,
liberal education to guide our perspectives, and social responsibility to guide our commitment to
democratic education. We value these ideals in our preparation of candidates, our development
of faculty, and our relationships with the larger community we serve.
Philosophy: Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders a) to enhance the academic
and personal potential of their students, and b) to evaluate the social and ethical implications of
educational policies and practices.
Common Program Standards:
This course supports the competencies required by the Michigan Administrative Rules for
Special Education for approval as a Supervisor and Director of Special Education, and the
professional standards established by the Council for Exceptional Children (CEC), a constituent
member of the Council for the Accreditation of Educator Preparation (CAEP).
Specialty Program Standards (CEC):
Standard 1: Leadership and Policy
ACC1K2
Evidence-based theories of organizational and educational leadership
ACC1K4
National and state education laws and regulations
SA1K1
Models, theories, and philosophies that provide the foundation for the
administration of programs and services for individuals with exceptional
learning needs and their families
SA1K2
Historical and social significance of the laws, regulations, and policies as they
apply to the administration of programs and the provision of services for
individuals with exceptional learning needs and their families
Standard 3: Research and Inquiry
SA3K1
Research in administrative practices that supports individuals with exceptional
learning needs and their families
SA3S2
Develops data-based educational expectations and evidence-based programs
that account for the impact of diversity on individuals with exceptional
learning needs and their families
Standard 5: Professional Development and Ethical Practice
ACC5K2
Moral and ethical responsibilities of educators
SA5K1
Ethical theories and practices as they apply to the administration of programs
and services with exceptional learning needs and their families
ACC5S1
Model ethical behavior and promote professional standards
ACC5S3
Use ethical and legal discipline strategies
Standard 6: Collaboration
ACC6S2
Apply strategies to resolve conflict and build consensus
SA6S7
Engages in leadership practices that support shared decision making
Objectives:
By the end of the course, the candidate will demonstrate knowledge and skill in these areas:
-Theoretical framework for educational leadership
-Administrative behavior related to effectiveness, conflict management and management theory
-Historical development of special education, including federal and state legislation
-Leadership and management of special education programs and services
Major Topics:
Theories of Educational Leadership
Collaborative Problem-Solving and Decision-Making
Conflict Management
Section 504
Special Education Legislation
Individuals with Disabilities Act
Michigan Mandatory Special Education Act
Michigan Administrative Rules for Special Education
Student Discipline
Chairing the IEP Team Meeting
Homebound/Hospitalized Services
Auxiliary Services Act
Michigan’s State Performance Plan for Special Education
Methods of Evaluation:
60%- Three short essay examinations
25%- Research Paper- Educational Leadership Theory
15%- Group Presentation- Selected educational leadership theory
10%- Participation and small group work
Suggested Text:
Crockett, J., Billingsley, B., & Boscardin, M. (Eds.)(2012). Handbook of leadership and
administration for special education. New York, NY: Routledge.
Kouzes, J. & Posner, B. (2003). The leadership challenge. San Francisco, CA: Jossey-Bass.
Northouse, P. (2010). Leadership theory and practice. Thousand Oaks, CA: Sage Publications.