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Thomas Skrtic Ph.D., Professor - (SPED)  • Special Education Website (SPED)
	Academic Degrees: Ph.D. , Special Education (Minor: Psychology of Reading) , University of Iowa , 1976 M.S. , Educational Psychology , California State University at Long Beach , 1972 B.S. , Special Education , Pennsylvania State University at California , 1969 Specialization(s): Organization theory, special education policy and administration, and qualitative research and evaluation. Curriculum Vitae	Gene A. Budig Teaching Professor Lecture (2006) Contact Information: 1122 W. Campus Rd. Joseph R. Pearson Hall, Room 525 University of Kansas Lawrence, KS  66045-3101 Phone:(785) 864-0542 E-mail: tms@ku.edu Fax: (785) 864-4149 Office Hours: Mon. & Tues. 11 am - 2 pm

Awards/Honors

• University of Kansas, School of Education, Faculty Achievement Award for Teaching (2008)
• University of Kansas, Finalist in Education, University Distinguished Teaching Award (2007)
• University of Kansas, School of Education, Gene A. Budig Teaching Professorship in Special Education (2005-2006)
• Encyclopedia of Educational Leadership (Sage Publications, 2004), recognized as one of two most influential figures in reconceptualizing "the philosophy and practice of special education." (2004)
• University of Kansas, School of Education, Faculty Achievement Award for Service (2003)

Editorial Activities

• Advisory Board, American Educational Research Journal (Social/Institutional Analysis), AERA, 2006-present.
• Consulting Editor, Remedial and Special Education, 2006-present.
• Field Reviewer, Remedial and Special Education, 2006-present.
• Field Reviewer, American Educational Research Journal (Social/Institutional Analysis), 2004-present.
• Occasional Field Reviewer, Sociology of Education, American Sociological Association, 2003-present.
• Occasional Field Reviewer, Educational Policy, Corwin Press, 2001-present.
• Occasional Field Reviewer, Journal of Learning Disabilties, Pro-Ed Publishing, 2001-present.
• Editorial Board, In Case, Council for Administrators of Special Education, CEC, 1998-present.
• Occasional Field Reviewer, American Educational Research Journal, AERA, 1998-present.
• Occasional Field Reviewer, International Journal of Qualitative Studies in Education, Taylor-Francis, 1997-present.
• Occasional Field Reviewer, Review of Educational Research, AERA, 1997-present.
• Field Reviewer, International Journal of Inclusive Education, 1996-present.
• International Editoral Board, International Journal of Inclusive Education, 1996-present.
• Editorial Board, Journal of the Association for Persons with Severe Handicaps, TASH, 1995-present.
• Field Reviewer, Teacher Education and Special Education, CEC, 1995-present.
• Occasional Field Reviewer, Intellectual and Developmental Disabilities, AAIDD, 1994-present.
• Editorial Board, Journal of Special Education Leadership, Council of Administrators of Special Education, CEC, 1990-present.
• Field Reviewer, Journal of Special Education Leadership, 1990-present.
• Editorial Board, Exceptionality, Division for Research, CEC, 1989-present.

Book Chapters

• Smith, R., Gallagher, D., Owen, V., & Skrtic, T. M. (2009). Disability studies in education: Guidelines and ethical practice for educators. In J. Andrzejewski, M. Baltodano, & L. Symcox (Eds.), Social justice, peace, and eco-justice standards: A transformative framework for educators. London: Routledge.
• Skrtic, T. M. (2008). The special education paradox: Equity as the way to excellence. In P. Hick & G. Thomas (Eds.), Inclusion and diversity in education.  San Francisco, CA: Sage Publications.
• Skrtic, T. M. (2005). The special education paradox: Equity as the way to excellence. In L. Katzman, A. Gandhi, W. Harbour, & J. LaRock (Eds.), Special Education for a New Century, pp. 197-257. Cambridge, MA: Harvard University Press.
• Kalyanpur, M., Harry, B., & Skrtic, T. (2004). Equity and advocacy expectations of culturally diverse families' participation in special education. In D. Mitchell (Ed.), Special Educational Needs and Inclusive Education (Vol. 3, pp. 358-378). London: Routlegde-Falmer.
• Skrtic, T. M. (2004). The crisis in special education knowledge: A perspective on perspective. In S. Danforth & S. Taft (Eds.), Crucial Readings in Special Education (pp. 80-95). Englewood Cliffs, NJ: Prentice-Hall.
• Skrtic, T. M., Sailor, W. & Gee, K. (2004). Voice, collaboration and inclusion: Democratic themes in educational and social reform initiatives. In D. Mitchell (Ed.), Special Educational Needs and Inclusive Education (Vol. 2, pp. 214-246). London: Routlegde-Falmer.

Books

• Skrtic, T. M., Horn, E. M., & Clark, G. M. (2008). Taking stock of special education policy and practice: A retrospective commentary. Denver: Love Publishing.
• Skrtic, T. M., Harris, K. R., & Shriner, J. G. (2005). Special education policy and practice: Accountability, instruction, and social challenges. Denver, CO: Love Publishing.
• Gallagher, D. J., Heshusius, L., Iano, R. P., & Skrtic, T. M. (2004). Challenging orthodoxy in special education: Dissenting voices. Denver, CO: Love Publishing.

Journal Articles

• Skrtic, T. M. (2008). Egon Guba, gentleman and scholar. Qualitative Inquiry, 14(8), 1377-1378.
• Skrtic, T. M. (2005). A political economy of learning disabilities. Learning Disability Quarterly, 28 (2), 149-155.
• Skrtic, T. M. (2003). An organizational analysis of the overrepresentation of poor and minority students in special education. Multiple Voices, 6 (1), 41-57.
• Andrews, J. E., Carnine, D. W., Coutinho, M. J., Edgar, E. B., Forness, S. R., Fuchs, L. S., Jordon, D., Kauffman, J. M., Patton, J. M., Paul, J., Rosell, J., Rueda, R., Schiller, E., Skrtic, T. M., & Wong, J. (2000).  Bridging the special education divide. Remedial and Special Education, 21(5), 258-260, 267.
• Kalyanpur, M., Harry, B., & Skrtic, T. (2000) Equity and advocacy expectations of culturally diverse families' particpation in special education. International Journal of Disability, Development and Education, 47(2), 119-136.
• Skrtic, T. M. & Sailor, W. (1996). School-linked services integration: Crisis and opportunity in the transition to postmodern society. Remedial and Special Education, 17(5), 271-283.
• Skrtic, T. M., Sailor, W. & Gee, K. (1996). Voice, collaboration and inclusion: Democratic themes in educational and social reform initiatives. Remedial and Special Education, 17(3), 142-157.

Magazine/Newsletter Articles

• Skrtic, T. M. (2006). Strong democratic leadership. The Jayhawk Educator.  (Available from the University of Kansas School of Education, 1122 West Campus Road, Lawrence, KS 66044-3103)

Monographs

• Skrtic, T. M. (2006). Civic professionalism and the struggle over needs. Endowed lecture, 2005-2006 Budig Teaching Professor in Special Education. (Monograph available from the University of Kansas School of Education, 1122 West Campus Road, Lawrence, KS 66044-3103)

Presentations

• Skrtic, T. M. (2008, April). Principals and Superintendents as Special Education Leaders: A Capacity Building approach to IDEA/NCLB Implementation." Presentation at the 2008 National Convention of the Council for Exceptional Children, Boston, MA.
• Skrtic, T. M., Smith, R., Gallagher, D., & Owen, V. (2007, April). Disability studies and ethical practice: Proposed standards for educational researchers. Presentation at the annual meeting of the Second City Conference on Disabilities Studies in Education, Chicago, IL.
• Skrtic, T. (2007, April). Preparing Principals and Superintendents as Special Education Leaders: A Capacity Building Approach to the Elimination of Special Education Administrators. Panel presentation at the Council for Exceptional Children annual conference, Louisville, KY.
• Skrtic, T. M. (2007, July). Principals and superintendents as special education leaders and disability advocates. Presentation at the annual Project Directors' Conference, U.S. Department of Education, Office of Special Education Programs, Washington, D.C.
• Skrtic, T. M. (2007, November). Principals and superintendents as special education leaders: Capacity building in response to disappearing special education administration. Presentation at the annual meeting of the University Council for Educational Administration, Washington, DC.
• Skrtic, T. M., Quinn, D., Crockett, J., Militello, M., & Lashley, C. (2007, April). Pursuing quality through collaborative teaching in educational administration: Preparing building and district level special education leaders. Invited address at the annual meeting of the American Educational Research Association, Teaching in Educational Administration SIG, Chicago, IL.

Current Grants/Projects

• Skrtic, T., Kleinhammer-Tramill, J., & Walther-Thomas, C. S. (2004-2008) District-Level Special Education Leadership: Preparing Superintendents for Coordinated IDEA-NCLB Implementation Premised on Principles of Standards-Based Education and School Unification. U.S. Department of Education, Office of Special Education Programs. $800,000.
  This project addresses the need for district leadership in the education of students with disabilities through an integrated general/special education leadership program leading to a doctorate in educational policy and leadership and the district leadership (superintendent) license. A collaborative effort between the Departments of Special Education and Educational Leadership & Policy Studies, its goal is to create a cadre of transformational superintendents who function as district administrators, special education leaders, and disability advocates in their districts, schools, and communities.
• Skrtic, T. (2003-2008) Building-level Administration of Special Education Services: Preparing Principals for Leadership in IDEA Implementation and Alignment with NCLB and Best Practice Principles of Standards-Based Education, School Unification, and Positive Behavior Support. U. S. Department of Education, Office of Special Education Programs. Preparation of Leadership Personnel. $800,000.
  This leadership project supports development of an integrated general/special education graduate program in building-level administration of special education services, focusing on coordinated implementation of the No Child Left Behind Act (NCLB) and the IDEA. The project is a collaborative effort among the KU Departments of Special Education and Educational Leadership & Policy Studies, the Kansas State Department of Education, and the Kansas Special Education Advisory Council. It will provide 24 program participants with a new 54 credit-hour integrated general education/special education graduate program, culminating in a 36-credit hour master's degree general education administration, a building administrator license, and an 18-credit hour graduate certificate in building-level special education administration.