A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom

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dc.contributor.advisor McKinney, Joseph R. en_US
dc.contributor.author Bennett, Michael R. en_US
dc.date.accessioned 2011-06-03T19:23:06Z
dc.date.available 2011-06-03T19:23:06Z
dc.date.created 1996 en_US
dc.date.issued 1996
dc.identifier LD2489.Z64 1996 .B46 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175050
dc.description.abstract The purposes of this study were to determine if the following factors pertaining to elementary school principals; amount of undergraduate/graduate training in special education, previous experience with disabled students, and professional development training, had a relationship to their attitudes regarding the education of students with disabilities in the regular classroom. The study also sought to determine if differences existed between principals' attitudes toward the inclusion of different categories of disabled students into the regular classroom.The population of the study consisted of 230 randomly selected elementary school principals. Principals selected for the study were sent the data-collection instrument, The Building Administrator Survey, which was developed by the researcher. The survey instrument consisted of demographic questions which addressed the study's independent variables and 12 statements which were designed to ascertain the study's dependent variable, attitude toward the education disabled students in the regular classroom. Respondents were asked to rate each statement on a five-point Likerttype scale reflecting perceived attitudes toward each of five different categories of disability: emotional handicap, learning disability, mild mental handicap, moderate mental handicap, and severe mental handicap. A multivariate analysis of variance procedure was used to determine the of significance of relationships between the study's independent variables and principals' attitudes toward inclusion. A post hoc procedure was used to identify significant differences in principals' attitudes toward inclusionary practices relative to the study's five categories of disabled students.The following conclusions were drawn from the findings of the study:1. There is a statistically significant relationship between attitudes toward the inclusion of different categories of disabled students. Attitudes toward inclusion become less positive as the level of student disability increases.2. Principals receiving minimal amounts of professional development training tend to have more negative attitudes toward inclusion than principals receiving more extensive training.3. There is not a statistically significant relationship between principals' attitudes toward inclusion and the type of professional development training they have received, the amount of professional training in special education they have received, or their previous experience with students with disabilities in teaching and administrative settings. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent vi, 102 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Mainstreaming in education -- Public opinion. en_US
dc.subject.lcsh Elementary school principals -- Attitudes. en_US
dc.subject.lcsh Children with mental disabilities -- Education -- Public opinion. en_US
dc.title A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1019471 en_US


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  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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