The changing demographics within the United States point to the need for preparing educational leaders who have the knowledge and competencies for developing and administering special education programs for the rapidly expanding population of culturally and linguistically diverse students with disabilities. By the year 2000, Hodgkinson (1992) projected that one of every three persons will be non white and the use of a second language will be common. Birth rates among Hispanics, Blacks, Asian Americans, and Native Americans indicate a changed population configuration, which will require school reform and restructuring. At present, there is lack of well prepared special education administrators and a great under representation of educational leaders from culturally and linguistically diverse (CLD) populations in educational administration (Bowen, 1990; Cook & Boe, 1995; Smith & Pierce, 1995).

The purpose of this project is to prepare twelve doctoral level leadership personnel to administer special education services at the local, state or Federal level with an emphasis on culturally and/or linguistically diverse populations. A secondary purpose is to provide course work and/or a minor degree to prepare graduates from the regular education administration program to better understand, support, and provide special education services for their schools or educational agencies. An emphasis will be placed on recruiting applicants who are CLD, individuals who are disabled, and those interested in administering programs for CLD students in rural areas and charter schools (Invitational Priority 2c).

This new competency based program will be provided through an interdisciplinary, collaborative effort between the Department of Special Education, Rehabilitation and School Psychology, the Department of Educational Administration and Higher Education, the multicultural-bilingual programs within the College of Education, The Arizona State Department of Education, and local school districts throughout Arizona (Invitational Priority 2b). This integrated program is one of the outcomes of a two year University of Arizona Task Force studying the preparation of educational leaders for the 21st Century. The Task Force members consisted of representatives from the above named collaborative agencies.

The curriculum requires a minimum of 90 units of study and is divided into five basic content cores including the: leadership core; multicultural-bilingual core; special education core; instructional leadership and technology core; and the research and evaluation core. Doctoral candidates will be expected to achieve competencies within these five core areas. A unique aspect and strength of this program is the involvement of students with faculty on Technical Assistance Projects for local and state educational agencies studying issues such as inclusion, over representation of minority students in special education programs, collaboration and teaming. Participation in North Central accreditation evaluations; the Verano en Mexico summer program; projects with Native American educational agencies; and internships in administration and supervision, research, instruction, technology, and program development for CLD populations provide field-based applications of coursework. Students and faculty working together as colleagues enriches the close faculty-student mentor relationship.

A comprehensive, formative, and summative evaluation process will be used to evaluate: a)project program administration, management, and design; b) trainees' acquisition of knowledge and competencies in the five core curriculum areas; and e) project impact on placement of graduates in administrative leadership positions and trainee and employer satisfaction.

	Phone: 621-0940
        Email: jchalfant@mail.ed.arizona.edu

	Phone: 621-0942
	Email: pysh@u.arizona.edu

Department of Special Education, Rehabilitation, & School Psychology (SERSP)
	University of Arizona
	College of Education
	P.O. Box 210069
	Tucson, Arizona 85721-0069
	   FAX: (520) 621-382

Secretary: Patricia Foreman, (520) 621-3216 - Email: pforeman@u.arizona.edu