An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes

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Book Synopsis An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes by : Ahmed Afia Laroussi

Download or read book An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes written by Ahmed Afia Laroussi and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students' academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal's Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools' goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Perceptions of Elementary General Education Teachers on Inclusive Practices

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ISBN 13 :
Total Pages : 131 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Perceptions of Elementary General Education Teachers on Inclusive Practices by : Stefani L. Doyle

Download or read book Perceptions of Elementary General Education Teachers on Inclusive Practices written by Stefani L. Doyle and published by . This book was released on 2021 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate elementary general education teachers' perceptions of inclusive practices in two suburban school districts in Southeastern Pennsylvania. The researcher analyzed responses from 36 elementary general education teachers in two suburban school districts. The participants completed a researcher designed survey constructed of both Likert-style statements and open ended responses. Individual interviews with five participants provided insight into interviewees' perspectives on inclusive practices. Findings affirmed that general education teachers perceived themselves as responsible for the instruction of special education students when included in classrooms, as well as implementing accommodations and modifications of instructional content and the SDI in each student's IEP.Data demonstrated that special education teachers are responsible for the IEP development, however, there was data to suggest that general education teachers want more involvement in developing the IEP. Fidings identified that participants perceived a need for professional development, shared planning time, collaborative partnerships, additional staffing, and administrative support in order to successfully implement inclusion. Data supported that teachers are confident when instructing students with needs related to a specific learning disability, an intellectual disability, or high functioning autism. However, teachers did not perceive themselves as confident when instructing students with special education needs related to attention, focus, or behavior issues. The findings could potentially aid school administrators in identifying professional development initiatives and additional support structures to further enhance collaborative partnerships to best scaffold teams when including special education students in the general education classroom.

DisCrit—Disability Studies and Critical Race Theory in Education

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Publisher : Teachers College Press
ISBN 13 : 0807773867
Total Pages : 289 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis DisCrit—Disability Studies and Critical Race Theory in Education by : David J. Connor

Download or read book DisCrit—Disability Studies and Critical Race Theory in Education written by David J. Connor and published by Teachers College Press. This book was released on 2016 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

Leadership for Inclusive Schools

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Publisher : Rowman & Littlefield
ISBN 13 : 1475852770
Total Pages : 335 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Leadership for Inclusive Schools by : Steven Ray Sider

Download or read book Leadership for Inclusive Schools written by Steven Ray Sider and published by Rowman & Littlefield. This book was released on 2022-01-31 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book are divided among nine sections addressing the following areas: transitions, early years, elementary school cases, secondary school cases, community supports, school board/district supports, school teams, complex cases, and cases specific to new teachers. Seven cross-cutting themes are addressed in these cases including: communication, parents/caregivers, agency/efficacy, collaboration, relationships/trust, legal, and advocacy.

Elementary Principals' Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting

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ISBN 13 :
Total Pages : 103 pages
Book Rating : 4.:/5 (17 download)

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Book Synopsis Elementary Principals' Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting by : Roxanna C. Ramirez

Download or read book Elementary Principals' Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting written by Roxanna C. Ramirez and published by . This book was released on 2006 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the beginning of special education, educators have explored the topic of how best to serve students with disabilities. Only recently have schools begun to integrate students with disabilities in mainstream classrooms. Principals are now faced with deciding which students with disabilities will benefit from inclusion and how the inclusion process should be implemented. Because of the role principals play in implementing inclusion programs into their schools it is important to study how principals' perceptions of inclusion guide their decisions. This question was the foundation for the purpose of this study, which was to determine the attitudes and perceptions of Texas elementary school principals relative to including students with disabilities in general education classrooms. This study investigated how demographic information and experience affected principals' attitudes about inclusion. In addition, it also examined the principals' perception regarding the appropriateness of the placement of students based on the type of disability. The research was conducted using a Web-based survey that was developed by Praisner (2000), the Principals and Inclusion Survey (PIS). The PIS contains four sections including demographics, training, experience, attitudes toward inclusion and most appropriate placement for students with disabilities. The principals were randomly selected from the Texas Education Agency (TEA) records. The sample survey included a total of 360 principals, of which 110 completed the survey. Once the information was collected, it was analyzed using univariate analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The results of the study indicated that demographic factors, training, and experience did not have a statistically significant affect on principals' attitudes toward inclusion. The study did find that principals' special education teaching experience had a statistically significant affect on principals' attitudes toward inclusion. The study also found that 108 of the principals that successfully responded to the section examining principals' overall attitudes toward inclusion showed a more favorable attitude toward the inclusion of students with disabilities in general education classrooms. The results from this study indicate the importance of developing educational administration programs that will prepare elementary school principals with stronger, more positive attitudes toward including students with disabilities in general education settings.

Perceptions of the Principal's Role in Creating a Successful Inclusion Program at the High School Level

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ISBN 13 :
Total Pages : 180 pages
Book Rating : 4.6/5 (721 download)

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Book Synopsis Perceptions of the Principal's Role in Creating a Successful Inclusion Program at the High School Level by : Kathryn Duggan

Download or read book Perceptions of the Principal's Role in Creating a Successful Inclusion Program at the High School Level written by Kathryn Duggan and published by . This book was released on 2020 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: When a school includes special education students in the general education classroom, it impacts all staff, teachers, and students. The purpose of this study was to consider inclusion of high school special education students in general education classrooms from the perspectives of principals, general education teachers, and special education teachers. From these perspectives, best practices for inclusion, supports and barriers to inclusion, and the principal's role as a change agent when implementing inclusion was investigated.Eighty-eight high schools following a 9-12 grade configuration in Long Island, New York were surveyed. Surveys were sent to the principal, general education teachers, and special education teachers at each of those schools. The surveys collected demographic data and addressed the four constructs that are measures of a successful inclusion program: (1) Principal's Role, (2) Organizational Support, (3) Best Practices and (4) Barriers.SPSS software was utilized to compute the data collected from the surveys. A factorial ANOVA was utilized. Four dependent variables: (1) Principal's Role, (2) Organizational Support, (3) Best Practices and (4) Barriers were constructed corresponding to the four constructs measured by the survey.All three groups were in agreement regarding best practices and barriers; however, neither teacher group was in agreement with the principals group with regards to the principal's role and organizational support.

Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities

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ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities by : Lisa R. Conrad

Download or read book Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities written by Lisa R. Conrad and published by . This book was released on 2015 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the perceptions of regular education teachers, special education teachers, and administrators regarding the impact of inclusionary practices on the academic skills of elementary students with disabilities from four school districts in south central Pennsylvania. Information gained from this study yielded perceptions of teachers and administrators about including students with disabilities for reading and math in the general education classroom. The participants included regular education teachers, special education teachers, and administrators who included elementary principals and central office administrators from four school districts in two counties. Using an on-line survey, open-ended questions, and interviews, this study was guided by three research questions related to the perceptions of including students with disabilities in the general education setting for academic skills. The results showed that regular education teachers, special education teachers, and administrators had varied perceptions of students being successful academically in an inclusion setting. Four themes evolved from the study: the need for (a) a common vision and support system, (b) an increase of inclusion practices in the general education setting for students with disabilities in order to improve academic skills, (c) curriculum modifications, and (d) staff training.

What Every Special Educator Must Know

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Publisher : Council For Exceptional Children
ISBN 13 : 0865865043
Total Pages : 160 pages
Book Rating : 4.8/5 (658 download)

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Book Synopsis What Every Special Educator Must Know by : Council for Exceptional Children

Download or read book What Every Special Educator Must Know written by Council for Exceptional Children and published by Council For Exceptional Children. This book was released on 2015-12-15 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.

Principals' Influence in Facilitating Inclusive Schools

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ISBN 13 :
Total Pages : 544 pages
Book Rating : 4.:/5 (89 download)

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Book Synopsis Principals' Influence in Facilitating Inclusive Schools by : Ronda S. Ewald

Download or read book Principals' Influence in Facilitating Inclusive Schools written by Ronda S. Ewald and published by . This book was released on 1996 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts

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ISBN 13 :
Total Pages : 126 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts by : Brian M. Cromer

Download or read book Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts written by Brian M. Cromer and published by . This book was released on 2018 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate the perceptions of general education teachers, special education teachers, and building administrators regarding the inclusion model at the elementary, middle, and high school levels. This study was conducted in two rural school districts in south-central Pennsylvania. The participants included 35 general education teachers, 10 special education teachers, and 7 building administrators who completed a survey containing Likert-style statements, multiple choice questions, and open-ended questions. At the conclusion of the survey, three general education teachers, two special education teachers, and five building administrators volunteered for a phone interview. The results of the study indicated that general education teachers understood the social benefits but not the academic benefits of the inclusion model. General education teachers also showed a desire to increase common planning time and collaboration with special education teachers. Special education teachers and building administrators indicated an understanding and support of inclusion, but building administrators lacked the understanding of the perceptions of the general education teachers with the inclusion model. Results also indicated general education teachers' concern regarding the lack of professional development offered pertaining to special education practices. Both groups of teachers expressed working with special education teachers and observations of colleagues' classrooms as preferred methods of professional development to increase knowledge of inclusion practices.

Resources in Education

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ISBN 13 :
Total Pages : 836 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

"I Get by with a Little Help from My Friends"

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Publisher :
ISBN 13 :
Total Pages : 123 pages
Book Rating : 4.:/5 (539 download)

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Book Synopsis "I Get by with a Little Help from My Friends" by : Yael Rachel Shemesh

Download or read book "I Get by with a Little Help from My Friends" written by Yael Rachel Shemesh and published by . This book was released on 2009 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts' program initiatives to achieve this end: teachers' attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.

The Principals' and Pupil Services Director's Role and Relationship in the Context of Inclusive Practices in Two Elementary Schools

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ISBN 13 :
Total Pages : 616 pages
Book Rating : 4.:/5 (89 download)

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Book Synopsis The Principals' and Pupil Services Director's Role and Relationship in the Context of Inclusive Practices in Two Elementary Schools by : Yu-Min Chien

Download or read book The Principals' and Pupil Services Director's Role and Relationship in the Context of Inclusive Practices in Two Elementary Schools written by Yu-Min Chien and published by . This book was released on 2000 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Elementary Principals' and Special Education Teachers' Understanding and Implementation of Inclusive Practices

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ISBN 13 :
Total Pages : 298 pages
Book Rating : 4.:/5 (466 download)

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Book Synopsis Elementary Principals' and Special Education Teachers' Understanding and Implementation of Inclusive Practices by :

Download or read book Elementary Principals' and Special Education Teachers' Understanding and Implementation of Inclusive Practices written by and published by . This book was released on 2009 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the understanding and implementation of inclusive practices by elementary school principals and special education teachers in school systems in the Southeastern region of the United States. Tied to this purpose was the intent to investigate whether their espoused beliefs were consistent with their practices. These purposes were achieved through the lens of the theoretical framework, Theories-of-Action (Argyris & Schön, 1974). A multi-site, instrumental, qualitative case study design using three sites provided the opportunity to examine the phenomenon under exploration. The overall intent of this study was instrumental. Elementary schools with full continuums of special education services from systems in the southeastern United States were selected purposely for the study. Nineteen participants included 5 administrators and 14 special education teachers. Semi-structured, one-on-one interviews (audio taped), documents, administrator survey, structured observations, and field notes provided appropriate data sources for information collected between January and May 2008. Themes that developed based on data analysis suggested that participants expressed philosophical perspectives regarding inclusion that posit that students with disabilities have a human right to opportunities for participation in the general education curriculum. Further, data indicated that implementing inclusive practices within schools vary and is highly influenced by the beliefs and actions of administrators and other stakeholders. Implications for improving district and school implementation practices and for future research are discussed.

An Investigation of Elementary Principals’ Perceptions and Their Role in the Development and Support of Transdisciplinary Teacher Teams

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ISBN 13 :
Total Pages : 139 pages
Book Rating : 4.:/5 (115 download)

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Book Synopsis An Investigation of Elementary Principals’ Perceptions and Their Role in the Development and Support of Transdisciplinary Teacher Teams by : Alexandra Krayets

Download or read book An Investigation of Elementary Principals’ Perceptions and Their Role in the Development and Support of Transdisciplinary Teacher Teams written by Alexandra Krayets and published by . This book was released on 2019 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this grounded theory qualitative study is to explore the extent to which the selected elementary principals from a large urban district in the northeast region of the United States, referred to as the Metropolis School District, perceive their roles in promoting collaboration and connecting related services to the instructional programs for students with moderate to severe disabilities. Participants for the study were purposefully selected based on their student population and evidence of collaborative teaming in their school organizations. Principals who have elementary school sites, and those who received a score between 4.00 and 4.99 in the Collaborative Teachers domain of the school survey were asked to participate in this study. Scores in the domain of Collaborative Teachers were consulted for the selection of the participants, as they indicated on the existence of collaborative practices in those schools as reported by the teachers. With the high ratings in the domain of collaboration, the researcher focused on leadership practices that supported teachers’ collaborative efforts. This study analyzed participants’ perceptions and described their practical approaches in developing transdisciplinary teams and promoting collaborative inter-professional environment in schools for students with multiple disabilities. This research study was guided by the following questions related to the Principals’ perceptions on promotion of collaboration, formation, support and accountability of transdisciplinary teaming process between special education teachers and related service providers who educate students with multiple disabilities in a special education. 1. To what extent do principals view their role in promoting collaboration within related services and instructional teacher teams? 2. What do principals perceive as their role in formation of related services and instructional teacher teams? 3. What do principals perceive their roles to be in supporting inter-professional teams and the challenges they encounter while managing the teams? 4. To what extent do principals hold transdisciplinary/inter-professional teams accountable to ensure their effectiveness? Out of the 19 principals who fit into the outlined criteria, seventeen participants (89%) volunteered to participate in the study. The researcher developed open-ended questions around the four research questions. During semi-structured interviews, participants were provided with an opportunity to elaborate on the concepts, offer explanations, share their experiences and views about the topic.

A Study of the Perceptions of General Education Elementary Teachers Regarding Support Needed from the Building Principal in an Inclusion Setting

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ISBN 13 :
Total Pages : 224 pages
Book Rating : 4.:/5 (58 download)

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Book Synopsis A Study of the Perceptions of General Education Elementary Teachers Regarding Support Needed from the Building Principal in an Inclusion Setting by : Donna L. Jahnke

Download or read book A Study of the Perceptions of General Education Elementary Teachers Regarding Support Needed from the Building Principal in an Inclusion Setting written by Donna L. Jahnke and published by . This book was released on 2001 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 546 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: