A Principal's Leadership in the Implementation and Support of Inclusion

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dc.contributor.authorSmith, Thelma Grayen
dc.contributor.committeememberTwiford, Travis W.en
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberGlenn, William J.en
dc.contributor.committeememberBlumenthal, Pennyen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2017-04-06T15:45:12Zen
dc.date.adate2011-05-06en
dc.date.available2017-04-06T15:45:12Zen
dc.date.issued2011-03-21en
dc.date.rdate2016-10-18en
dc.date.sdate2011-04-09en
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.en
dc.description.degreePh. D.en
dc.identifier.otheretd-04092011-193116en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04092011-193116/en
dc.identifier.urihttp://hdl.handle.net/10919/77353en
dc.language.isoen_USen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectResponsiveness to Instructionen
dc.subjectspecial educationen
dc.subjectLeadershipen
dc.subjectprincipalen
dc.subjectaccountabilityen
dc.subjectco-teachingen
dc.subjectinclusionen
dc.subjectIndividual Disabilities Education Acten
dc.subjectStar Modelen
dc.subjectAcademic achievementen
dc.subjectstudents with disabilitiesen
dc.subjectstrategic programmingen
dc.subjectresearch-based strategiesen
dc.titleA Principal's Leadership in the Implementation and Support of Inclusionen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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