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dc.contributor.authorFloyd, Jannis V.en_US
dc.date.accessioned2014-03-14T21:09:55Z
dc.date.available2014-03-14T21:09:55Z
dc.date.issued1995-03-05en_US
dc.identifier.otheretd-03022006-093412en_US
dc.identifier.urihttp://hdl.handle.net/10919/37456
dc.description.abstractThe purposes of this study were to (a) identify training provided by North Carolina school systems for its Administrative Placement Committee/Specific Learning Disabilities (APC/SLD) eligibility committee members, and (b) assess the perceived training needs of APC/SLD eligibility committee members. The sample consisted of 77 special education program administrators, 58 teachers (special education and regular education), 56 pupil support personnel and 63 school administrators. Descriptive data were gathered using two questionnaires. The special education program administrator survey contained items regarding the composition and selection criteria of the APC/SLD eligibility committee and system-wide training provided. In addition, the survey made inquiry regarding problems and concerns that committee members have expressed regarding their understanding and implementation of SLD requirements and the efficiency or effectiveness of committee meetings. The eligibility committee survey included items regarding job title, SLD criteria/requirements, information crucial to eligibility decisions, structure of eligibility meetings, group dynamics, and training needed for effective decisions regarding eligibility and placement of students in programs for the learning disabled. The major conclusions drawn from this study were that (1) training is being conducted in the school systems regarding the regulations and procedures for determining a specific learning disability; (2) that there is a definite need for training to be conducted with the eligibility teams on all aspects of making effective eligibility decisions; and (3) there is little difference among the training needs of teachers, support personnel and administrators.en_US
dc.format.mediumBTDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartLD5655.V856_1995.F569.pdfen_US
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjecteligibilityen_US
dc.subjectlearning disabilitiesen_US
dc.subjectNorth Carolinaen_US
dc.subject.lccLD5655.V856 1995.F569en_US
dc.titleTraining needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee membersen_US
dc.typeDissertationen_US
dc.contributor.departmentAdministration and Supervision of Special Educationen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAdministration and Supervision of Special Educationen_US
dc.contributor.committeechairMcGrady, Harold J.en_US
dc.contributor.committeememberFortune, Jimmie C.en_US
dc.contributor.committeememberParks, David J.en_US
dc.contributor.committeememberWhitten-May, Joen_US
dc.contributor.committeememberRomano, Lewis D.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03022006-093412/en_US
dc.date.sdate2006-03-02en_US
dc.date.rdate2006-03-02
dc.date.adate2006-03-02en_US


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