School Inclusion Programs

Paper Summary:

This is a research paper, which asserts that the attitudes and perceptions of administrators, teachers, and parents have a significant impact on a successive inclusion program. The study attempts to assess the attitudes, beliefs, and perceptions of an elementary school administrator who works in a school that, to varying degrees, attempts to educate all students, regardless of the nature or type of disability. The paper uses this assessment to determine whether the administrator's perceptions have an effect on the success of the inclusion program.

The Leadership Context
Background Information
New York City
New York City Public Schools
Statement of the Problem
Definition of Terms
School Mission and Vision
Narrative Description of the School
Research Design
Research Questions
Conceptual Framework and Model
Method Used to Collect Data
Data Necessary for the Answering of the Research Question
Criteria Used to Interpret the Data
Analysis of Case Study Evidence and Conclusions about Leadership
Recommendations for Educational Leadership

From the Paper:

"There are many regulations that the state of New York must carry out in order to implement the proper guidelines of teaching special education. The first regulation is public Law (PL) 94 - 142 (1975). PL 94 - 142 guarantees that all children receive a "free, appropriate public education" in the "least restrictive environment" at no expense to the parents. The passing of this federal law has mandated the public policy of inclusion in the latest amended version, the Individuals with Disabilities Education Act (IDEA). IDEA provides that any private or public school or agency gives the appropriate facilities to educate handicapped children with children who are not handicapped in a general educational environment (Reutter, 1994)."

More papers on School Inclusion Programs:

• Term Paper # 109957 : "Inclusion Programs in Schools"
• Research Paper # 92269 : "School Inclusion Programs"
• Analytical Essay # 55739 : "Inclusion Programs"

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