Preliminaries to a Theory of Administration for Special Education

Chapter VII: Organization, Administration, and Supervision of Special Education

“…However, the responses also showed considerable disagreement on the inclusion of trainable mentally retarded children and gifted children in the categories of pupils for whom local public school special education departments should be responsible Professors of school administration as a group generally took the most conservative position by also indicating least enthusiasm for the inclusion of children who are blind, deaf, or who have chronic medical problems. Such points of view, which differ from historical trends and current practice, affirm Connor's (1963) belief that no theory of special education administration has yet developed.…”

Special Education Administration and Supervision: the State of the Art

“…A first course in special education administration was offered at Teacher's College, Columbia University, around 1906-07 (Connor, 1963). According to Connor, most administrative services for special education were conducted by regular education administrators.…”

Toward a Comprehensive Paradigm of Special Educational Functions

“…Unfortunately, not only are these areas usually considered as separate entities, but all too often the functions of research, diagnosis, therapy, and administration-supervision are studied only as they relate to specific content areas (Connor, 1963;Connor, 1964;Selznick, 1965).…”

“…Many theorists hold that this separation of content and function can be resolved only within a unified theoretical context (Connor, 1963;Connor, 1964;Selznick, 1965;Willenberg, 1964). Although there is considerable disagreement about the content of such a theory, the following basic assumptions are commonly proposed: 1.…”