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ERIC Number: ED519511
Record Type: Non-Journal
Publication Date: 2010
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-9229-4
ISSN: N/A
Inclusionary Practices: Impact of Administrators' Beliefs on Placement Decisions
Vazquez, Maria F.
ProQuest LLC, Ed.D. Dissertation, University of Central Florida
School leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based administrators and in their capacity school leaders can either alleviate or generate barriers for the process; they can inhibit or inspire school personnel to accept the inclusion of students with disabilities in the general education classroom. Furthermore, their attitudes are critical in the design and implementation of programs and practices in their schools. Principals' attitudes can either promote or discourage the inclusion practices in their schools. The purpose of this study was to examine the factors related to school based administrators' attitudes toward inclusive education and the relationship of these attitudes on the placement of students with disabilities. The Principals and Inclusion Survey (PIS) developed by Praisner (2000) was used to collect data from 175 school based principals in a large urban district in the southeastern part of the United States. The results of the study indicate a relationship does exist between principal's attitude toward inclusion and decisions pertaining to student placement. The study also found that those principals with positive experiences with students with disabilities also demonstrated beliefs of serving students with disabilities in less restrictive settings than those principals with negative experiences with students with disabilities. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act