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ERIC Number: ED555888
Record Type: Non-Journal
Publication Date: 2008
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-3476-8
ISSN: N/A
Inclusion of Special Education Students: Regular Education and Special Education Teachers Perceptions in a Northside School
Thomas, Ernest E.
ProQuest LLC, Ph.D. Dissertation, Our Lady of the Lake University
In 1990 the Congress of the United States passed Public Law 101-476, The Individuals with Disabilities Education Act (IDEA). This law mandated that students with disabilities be educated in, what this act calls, the Least Restrictive Environment (LRE). Educating students with disabilities in the LRE is also known as inclusion and the terms may be used interchangeably. This, generally, means that students with disabilities be educated with students who do not have disabilities, to the greatest extent possible. The purpose of this work is to examine to what extent the personal perceptions of regular core academic teachers (English, Science, Social Studies, and Math), elective subject teachers (Physical Education, Business/Computer etc.), and special education teachers, as influenced by the leadership and management practices of the school administrator, may have on the impact of fully implementing the policy of inclusion as required by federal law. This study was conducted at one comprehensive high school campus in a public, suburban school system in San Antonio, Texas. The survey instruments used were The Leadership and Management of Schools (Leithwood and Jantzi, 1997) and the Teacher Perceptions of Special Education Inclusion (Van Reusen, Shoho & Barker, 2000). Both instruments were scored by all participants. The Leadership and Management of Schools is a two section, 53 item questionnaire designed to describe the leadership and management practices of school administrators. In Section A: Nature of School Leadership, the respondent is asked to identify leadership practices that may or may not exist in their school. Section B: School Management, respondents are asked to identify how various operations are managed within their school. The Teacher Perceptions of Special Education Inclusion asks respondents to describe their education, experiences, and perception of the practice of Special Education inclusion. The data were analyzed using the multiple regression, T-tests, Analysis of Variance (ANOVA), and Beta weight techniques to determine if there is an influence between the variables being studied. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act