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ERIC Number: ED551268
Record Type: Non-Journal
Publication Date: 2012
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-6440-9
Perspectives of Administrators, Teachers, and Parents Regarding Inclusion of Special Needs Students in a Faith-Based School: A Qualitative Case Study
Rivera-Tubbs, Tammy
ProQuest LLC, Ed.D. Dissertation, California Lutheran University
This qualitative case study examined the degree to which one faith-based school perceived its capacity to support students with special needs and how those perceptions influenced decisions regarding student enrollment based upon current special needs practice policies for students with disabilities. While faith-based schools can be seen as a promising option for parents seeking religious education, this option is limited for parents of children with special needs. Inclusion in faith-based schools is (based upon the perception of the capacity of the school to enroll students with special needs) and not legal compliance with the Individuals with Disabilities Education Act. The requirements to teach in a California public school system are substantially different than those employed in a faith-based school. Teachers there not only need a degree and teaching credential, but also need to espouse basic Christian beliefs. The study further examined the degree to which addressing academic needs and providing interventions supported special needs students in faith-based schools. An integral element of the interventions provided was the provider's professional qualifications and/or certifications. The pertinent themes that emerged from this study were capacity, vocation, school culture, legal knowledge, and inclusion. An examination of these themes informed the researcher of the unique qualities that characterize faith-based institutions. The study was significant because it established a basis for the institutional ethos for the actions, services, and policies of faith-based schools regarding special needs students. The study also found that integrating special needs students could be accomplished with a change of educational policy and outreach. The study concluded that the ability of faith-based schools to provide special needs education is a direct correlation to a principal's attitude about inclusion and how the principal perceives the school's capacity to deal with special needs students as the principal makes corresponding decisions on enrolling these students. [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 Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act