This paper discusses distinguishing features of site-based management, theories supporting site-based management, examples of current practices, and special education implications. Part I presents issues concerning the implementation of site-based management as a restructuring process, including obstacles in implementing site-based management, vehicles for developing and implementing campus site-based management, the principal's role, critical elements to successful implementation, theoretical basis, and useful concepts from organizational theory. Part II provides examples and makes recommendations to aid policy makers in creating programs that address special education issues in the context of site-based management. It presents the Evaluation of Phases Model as an assessment activity prior to restructuring, and then proposes the following policies, accompanied by rationale and recommendations: (1) site-based management should be supported by drastic changes in organizational structures and procedures to result in improved educational outcomes for all children; (2) site-based management should promote the inclusion of students with disabilities; (3) changes in policies and procedures are necessary to enable effective special education practices in the context of site-based management; (4) site-based management should integrate regular and special education; and (5) site-based management should result in improved quality of programming and services to students with special needs. (Contains approximately 60 references.) (JDD)
Paper presented at the Conference of the University Council for Educational Administration (October 30-November 1, 1992).