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ERIC Number: ED513623
Record Type: Non-Journal
Publication Date: 2009
Pages: 101
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-7389-3
A Phenomenological Study of Elementary Principals' Experiences with Students with Disabilities
Castagnera-Westwood, Danielle A.
ProQuest LLC, Ed.D. Dissertation, Lehigh University
The purpose of this study is to describe the phenomenon of principals' experiences with individuals with specific learning disabilities and emotional disturbance. The sample consisted of six elementary principals from public schools from four counties in a mid-Atlantic state. Interviews were conducted with each principal using a researcher-developed interview protocol. Forty experiences were analyzed. The following five themes emerged from the interviews: (a) student success, (b) student behaviors, (c) knowledge of the student, (d) parent interactions, and (e) student interactions. Findings revealed that principals' personal experiences with individuals with learning disabilities and emotional disturbance were limited and that almost all of their interactions occurred in a professional context while as an administrator. Principals identified student success as a characteristic of positive and negative experiences with students with either type of disability. Parents of students with either disability contributed to negative experiences for principals. Principals' perceptions of their role in interacting with students with disabilities yielded promising information about principals' experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A