Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Entire DC Network
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
Dissertations
Alternative schools serve a population of students who have come in conflict with the codes of conduct of their home school district. Students with disabilities are subject to the same codes of conduct and occasionally are referred to alternative schools. These referrals constitute a change in placement mandating alternative schools to provide academic and educational services and supports commensurate to the home school. This includes educating students with disabilities in regular classes. This research sought to ascertain perceptions of superintendents, alternative school principals, and regular and special education teachers regarding how well alternative schools in Mississippi meet the challenges of …
Teacher Attitudes Of Inclusion And Academic Performance Of Students With Disabilities, Jonathan Earl Sutton
Teacher Attitudes Of Inclusion And Academic Performance Of Students With Disabilities, Jonathan Earl Sutton
Dissertations
Since the integration of the inclusion model, supported by the IDEA (1997), within public schools, teacher resistance and frustration has risen (Hardy, 1999). The climate of general education teachers’ classrooms furthermore, has not been the same (Liu & Meyer, 2005). Key elements ensuring success of inclusion and the implementation of inclusive education are the views, perspectives, and attitudes of the personnel who have the responsibility for implementing it; the teachers (Shade & Stewart, 2001). Avramidis and Norwich (2002) argued that successful implementation of any inclusive policy or programming is extremely dependent upon the educators being receptive and positive. Hines (2011) …
The Effects Of Increased Accountability Standards On Graduation Rates For Students With Disabilities, Mitzie Lee Moore
The Effects Of Increased Accountability Standards On Graduation Rates For Students With Disabilities, Mitzie Lee Moore
Dissertations
This research sought to determine if unintended effects of increased accountability standards on graduation rates for students with disabilities existed. Data from one southeastern state were utilized in order to determine if graduation rates were impacted as a result of higher accountability standards. In addition, administrator attitudes on views of NCLB, high-stakes testing of students with disabilities, strategies initiated to exclude students with disabilities from high-stakes tests, and inclusion of all students with disabilities in the growth model. Archival data from 2001 and 2010 were used to compare pre and post graduation rates for significant differences. Survey results were collected …
Postsecondary Education Of Students With Disabilities: Review Of Faculty And Of Students With Disabilities Perceptions For Training, Jerry René Alliston
Postsecondary Education Of Students With Disabilities: Review Of Faculty And Of Students With Disabilities Perceptions For Training, Jerry René Alliston
Dissertations
The percentage of students with disabilities who are pursuing post-secondary education has consistently increased over the past few decades. To meet all legal requirements, postsecondary institutions have established disability support services for students with disabilities. One notable responsibility given to postsecondary disability support service staff was the training of faculty on various issues related to disability in general. The focus of this study was to determine the perceived issues of faculty to students and students to faculty, in a two-campus university system in the southeastern United States, in working with students with disabilities in postsecondary education on the six theme …