1. What was the title of the dissertation and did the title accurately reflect the research contained within the dissertation?
Charles W. Smith complete a dissertation titled, “Attitudes of Secondary School Principals Toward Inclusion of Students with Disabilities in General Education.” The titled correlated precisely with the title. The researcher provided data that investigated several characteristics that relayed attitudes on secondary principals. Furthermore making connections between secondary principals’ predictors that revealed their support on inclusion and how they can suggest
2. Did the abstract accurately (in full, part, or not all) reflect the research and conclusions contained within the dissertation? Identify three examples …show more content…
Did the writer answer his/her question?
Charles Smith boldly highlighted the research questions and provided categorized answers:
• What are the attitudes of secondary school principals in the State of Georgia toward the inclusion of students with disabilities in general education classrooms?
About 94 percent of secondary principals support the idea of inclusion and 4 percent disagreed with the inclusion of special education students. Only about 60% of the secondary principals in the State of Georgia indicated they at least agree that there should be a law mandating integration of students with disabilities in the general education class and activities.
• To what degree are school principals’ attitudes related to other factors (e.g. age, gender, experience, class size, and ET.)?
The researcher reported that based on data there was no resemblances between factors that implied correlation to the secondary principles’ perception on inclusion.
• Which combinations of these variables best predict secondary school principals’’ attitudes toward inclusion?
There were several identified combination variables that served as a predictor in determining the secondary principals’ attitude toward inclusion. Evident that principals’ that have a high number of special education students or had a higher number of special education content training are more encouraging about …show more content…
Smith dissertation titled, “Attitudes of Secondary School Principals Toward Inclusion of Students with Disabilities in General Education.” It is pointed out how the federal, district, and local governments come up with laws that promote inclusion inside schools. Importantly IDEA and NCLB has forced inclusion. The researcher points out that principals’ hold the biggest responsibility to incorporate inclusion. The necessity for inclusion implementation is surrounded behind the notion, “the principal must be the lead catalyst for inclusion to be successful” (Smith 2011). The idea behind the promotion of inclusion is that disabled or non-disabled students profit educationally and/or socially from the general education classroom. I support the idea of inclusion and it’s favorability to promote the well fair of all students. However, how can we expect leaders to lead when we only create rules that must be abided by but offer no training. Can a teacher honestly be comfortable following a leader that has no sense of
Charles W. Smith complete a dissertation titled, “Attitudes of Secondary School Principals Toward Inclusion of Students with Disabilities in General Education.” The titled correlated precisely with the title. The researcher provided data that investigated several characteristics that relayed attitudes on secondary principals. Furthermore making connections between secondary principals’ predictors that revealed their support on inclusion and how they can suggest
2. Did the abstract accurately (in full, part, or not all) reflect the research and conclusions contained within the dissertation? Identify three examples …show more content…
Did the writer answer his/her question?
Charles Smith boldly highlighted the research questions and provided categorized answers:
• What are the attitudes of secondary school principals in the State of Georgia toward the inclusion of students with disabilities in general education classrooms?
About 94 percent of secondary principals support the idea of inclusion and 4 percent disagreed with the inclusion of special education students. Only about 60% of the secondary principals in the State of Georgia indicated they at least agree that there should be a law mandating integration of students with disabilities in the general education class and activities.
• To what degree are school principals’ attitudes related to other factors (e.g. age, gender, experience, class size, and ET.)?
The researcher reported that based on data there was no resemblances between factors that implied correlation to the secondary principles’ perception on inclusion.
• Which combinations of these variables best predict secondary school principals’’ attitudes toward inclusion?
There were several identified combination variables that served as a predictor in determining the secondary principals’ attitude toward inclusion. Evident that principals’ that have a high number of special education students or had a higher number of special education content training are more encouraging about …show more content…
Smith dissertation titled, “Attitudes of Secondary School Principals Toward Inclusion of Students with Disabilities in General Education.” It is pointed out how the federal, district, and local governments come up with laws that promote inclusion inside schools. Importantly IDEA and NCLB has forced inclusion. The researcher points out that principals’ hold the biggest responsibility to incorporate inclusion. The necessity for inclusion implementation is surrounded behind the notion, “the principal must be the lead catalyst for inclusion to be successful” (Smith 2011). The idea behind the promotion of inclusion is that disabled or non-disabled students profit educationally and/or socially from the general education classroom. I support the idea of inclusion and it’s favorability to promote the well fair of all students. However, how can we expect leaders to lead when we only create rules that must be abided by but offer no training. Can a teacher honestly be comfortable following a leader that has no sense of