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dc.contributor.authorSmith, Thelma Grayen_US
dc.date.accessioned2017-04-06T15:45:12Z
dc.date.available2017-04-06T15:45:12Z
dc.date.issued2011-03-21en_US
dc.identifier.otheretd-04092011-193116en_US
dc.identifier.urihttp://hdl.handle.net/10919/77353
dc.description.abstractThe Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013-2014. According to the literature, principals felt unprepared to provide the leadership in special education. The purpose of the case study of the leadership of a principal was to provide descriptions of practices in implementing and supporting inclusion so that instruction for children with disabilities can be delivered in general education classrooms. The data were triangulated from an interview with the principal, a focus group discussion of general and special education teachers, and examinations of physical artifacts. The findings revealed that the principal organized the school to support instruction of children with disabilities in general education classroom, planned intentionally for scheduling and grouping of students, expected general education and special education teachers to share equal responsibilities for instruction, used data to monitor the progress of students, developed visible and written procedures for academic and behavioral expectations, and collaborated with parents. Underlying each of the findings was the expectation that the faculty collaborate in understanding the impact of the disability upon learning, and problem solve interventions to positively affect academic outcomes for children with disabilities.
dc.language.isoen_USen_US
dc.publisherVirginia Techen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectResponsiveness to Instructionen_US
dc.subjectspecial educationen_US
dc.subjectleadershipen_US
dc.subjectprincipalen_US
dc.subjectaccountabilityen_US
dc.subjectco-teachingen_US
dc.subjectinclusionen_US
dc.subjectIndividual Disabilities Education Acten_US
dc.subjectStar Modelen_US
dc.subjectstudent achievementen_US
dc.subjectstudents with disabilitiesen_US
dc.subjectstrategic programmingen_US
dc.subjectresearch-based strategiesen_US
dc.titleA Principal's Leadership in the Implementation and Support of Inclusionen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.contributor.committeememberCash, Carol S.en_US
dc.contributor.committeememberGlenn, William J.en_US
dc.contributor.committeememberBlumenthal, Pennyen_US
dc.type.dcmitypeTexten_US
dc.identifier.sourceurlhttp://theses.lib.vt.edu/theses/available/etd-04092011-193116/en_US
dc.date.sdate2011-04-09en_US
dc.date.rdate2016-10-18
dc.date.adate2011-05-06en_US


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