Keywords

education, inclusion, educational leadership, elementary education, educational administration

Abstract

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.

Notes

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Graduation Date

2005

Semester

Summer

Advisor

House, Jess

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology, and Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0000615

URL

http://purl.fcla.edu/fcla/etd/CFE0000615

Language

English

Release Date

August 2006

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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