ABSTRACT
The following topics are examined as a way to answer these questions: (a) the evolution of professional standards in relation to the continued iterations of education reform; (b) contributions of professional standards to the development of professional identities; (c) the relationship of the special education administration standards to the general education administration standards; (d) links between the professional standards and the knowledge base; (e) models of leadership as they relate to the standards for special education leadership and inform the development of more inclusive models of leadership that support students with disabilities and their families; and, (f) implications and considerations for future research on utilitarian applications of the standards. As the purpose and function of standards are examined through multiple lenses, it will become evident that it is diffi cult if not impossible to create a comprehensive set of leadership standards. It is possible, however, to explore the possibilities.
