Elementary school principals' attitudes and training as they relate to their least restrictive environment (LRE) practices toward self-contained learning disabled and/or emotionally impaired students
Abstract
If the intent of Public Law 94-142 is to be realized as it
pertains to the provision of appropriate placement and programming
within the least restrictive environment for handicapped students,
there must be an improved understanding of the attitudes, training,
and experience of the principal as they relate to his practices. The
purpose of this study was to examine the attitudes and training of
elementary school principals in a large mid-Atlantic school system as
they related to their least restrictive environment practices toward
students with specific learning disabilities and/or emotional
disturbances who are placed in self-contained, (Level 4) special
education classes in their schools.
A review of literature indicated no instruments emphasizing
elementary school principals' attitudes, training, and current LRE
practices. A survey instrument was developed that was sensitive to
the above variables.
The sample which responded to the survey instrument included 46
elementary school principals who supervise self-contained (level 4)
learning disabilities and/or emotionally impaired classes out of a
total population of 46 principals and 72 special education teachers
working with these programs.
The mu1ti—part survey instrument completed by principals included
3 sections: LRE Practices, Opinions Related to LRE Practices, and
Demographics. Thirteen LRE activities were delineated to provide a
composite of the LRE practices over which the principal has direct
influence. The special education teachers responded to a modified
survey instrument that focused on their principals' LRE practices.
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- Doctoral Dissertations [14868]