You are here

PERCEPTIONS OF TEACHERS AND ADMINISTRATORS OF THE ORGANIZATIONAL SUPPORTS FOR INCLUSION PROGRAMS IN SOUTHWEST FLORIDA ELEMENTARY SCHOOLS

Download pdf | Full Screen View

Date Issued:
2005
Abstract/Description:
The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Title: PERCEPTIONS OF TEACHERS AND ADMINISTRATORS OF THE ORGANIZATIONAL SUPPORTS FOR INCLUSION PROGRAMS IN SOUTHWEST FLORIDA ELEMENTARY SCHOOLS.
20 views
10 downloads
Name(s): Moore, Brian, Author
House, Jess, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2005
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Identifier: CFE0000615 (IID), ucf:46544 (fedora)
Note(s): 2005-08-01
Ed.D.
Education, Department of Educational Research, Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): education
inclusion
educational leadership
elementary education
educational administration
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000615
Restrictions on Access: campus 2006-01-31
Host Institution: UCF

In Collections