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Special education administration : perceptions of current practice

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dc.contributor.advisor Bright, Robin
dc.contributor.author Olson, Sheelagh
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-17T21:37:58Z
dc.date.available 2010-03-17T21:37:58Z
dc.date.issued 2004
dc.identifier.uri http://hdl.handle.net/10133/909
dc.description vii, 82 leaves ; 29 cm. -- en
dc.description.abstract The Alberta government has indicated that inclusion of special needs students is the preferred placement for children with disabilities. Inclusion refers to "the provision of services to students with disabilities including those with severe disabilities, in their neighborhood schools, in age appropriate regular education classes, with the necessary support services and supplemental aid for both children and teachers" (Kerzner-Lipsky and Gartner, 2000, p. 7). The purpose of this study is to examine the practice of inclusion through the perceptions of Resource Coordinating Teachers with respect to the support provided by the administration of the school. As an administrator myself, I hoped, through this research, to gain insight into those administrative practices that both help and hinder inclusion practices in schools. Twenty-six teachers responded to a questionnaire which covered such issues as the degree of support for inclusion from classroom teachers and administrators, the types of support that are in place, the successes and challenges of providing an inclusive education for special needs students, and the type of professional development that was occurring. In order to validate the responses given, follow up interviews were conducted with administrators. The results of the study indicate that there is support for inclusion at the administrative level, and that there is also support, with reservations, from classroom teachers. It was found that there are supports such as aide time in place for the benefit of both the students and the teachers and there are areas in need of improvement, such as more monetary and personnel support. Professional development was identified as an area which requires further planning and effective implementation in order to aid teachers in developing the expertise in educating students with special needs. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Mainstreaming in education -- Alberta -- Evaluation en
dc.subject Inclusive education -- Alberta -- Evaluation en
dc.subject School administrators -- Alberta en
dc.subject Special education educators -- Alberta en
dc.title Special education administration : perceptions of current practice en
dc.type Thesis en
dc.publisher.faculty Education en

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