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ERIC Number: ED552725
Record Type: Non-Journal
Publication Date: 2013
Pages: 152
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-9142-3
Teacher Perception on the Classification and Placement of Exceptional Learners in a Private School Setting
Ehrenpreis, Shoshana
ProQuest LLC, Ph.D. Dissertation, Capella University
With the passing of the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind Act (NCLB), all children were granted a free and appropriate education in the least restrictive environment (LRE) in which they are given access to the general education curriculum. There has been much research on the topic of inclusion in public schools. This study focused on inclusion practices in private schools in the New York Metropolitan Area. Surveys and interviews, which were created by the researcher based on previous research, were conducted in order to collect data regarding private school teachers' attitudes towards students with disabilities as well as information regarding placement decisions. A basic qualitative study was employed. This study was based on the theoretical context of both constructivism and attribution theory. While special education practices are rooted in constructivism, attributions of teachers were collected as attribution theory clearly addresses the connection between attitudes and behavior. This study addressed the research questions related to teachers' attitudes towards inclusion and the impact their attitudes have on placement decisions as well as developing criteria for placement of students with disabilities. The target population in this study was private school general education teachers. A snowball sampling procedure was employed. A critical finding in this study was that teachers' attitudes did not affect placement decisions. Many teachers, even those with negative attitudes, recommend general education placement with support services for students with mild disabilities. The severity and nature of the child's disability must be considered. In addition teachers need to work in collaboration with special educators and be willing to accept these students in their classrooms in order for inclusion to be successful. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York