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Perceptions of Ninth Through Twelfth Grade Administrators Toward

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Perceptions of Ninth Through Twelfth Grade Administrators Toward PERCEPTIONS OF NINTH THROUGH TWELFTH GRADE ADMINISTRATORS TOWARD THE INCLUSION OF STUDENTS WITH DISABILITIES IN ALABAMA PUBLIC SCHOOLS by Sandra Eloise Bodiford A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama May 6, 2017 Keywords: principal, perception, inclusion, attitude, special education, administrator Copyright 2017 by Sandra Eloise Bodiford Approved by Dr. Brittany M. Larkin, Professor of Education Foundations, Leadership and Technology Dr. Ellen H. Reames, Professor of Education Foundations, Leadership and Technology Dr. Chih-hsuan Wang, Professor of Education Foundations, Leadership and Technology Abstract The purpose of this quantitative study was to determine the perceptions of 9th through 12th grade administrators toward inclusion of students with disabilities in Alabama public schools. Further, the study attempted to determine the effect of personal demographic information, work experience and training of secondary principals as they relate to principals’ perceptions of inclusion. The study also examined the effect of the principals’ school size, average class size and the number of IEPs (not including gifted). The data collected was analyzed using descriptive statistics, which describe the characteristics of the population being surveyed. The participants were selected from an email list obtained from the Alabama State Department of Education website. The Perceptions of Inclusion Survey (POIS; adapted from Thomas, Curtis, & Shippen, 2010; Shippen, Crites, Houchins, Ramsey, & Simon, 2005; Soodak, Podell, & Lehman, 1998) was broken down into 3 sections: Section I – Inclusion Scenario, Section II –Experience and Training, and Section III – Demographic Information and was emailed to 464 9th through 12th secondary administrators. Two hundred and twenty-eight principals responded to the survey with 220 of those responses being utilized for the study. The responses to the study were somewhat similar in that a majority of principals’ responses favored the inclusion students with disabilities. The results of the study indicate that when considering all of the principals’ personal demographic information, work experience and training, the best predictors of the principals’ perceptions were age, general and special education teaching experience and the number of special education inservice hours. The results are beneficial in ii gaining a deeper understanding of how principals’ perceptions affect the inclusion of students with disabilities. Principals play a vital role in establishing a climate of learning for all students. Their roles are changing from the mundane management of facilities, discipline and transportation to also include curriculum, instruction, data assessment, and human resource development. Principals are also tasked with the building of a safe, caring culture that welcomes and respects diversity where all students despite their race, gender, religion, physical and mental abilities will achieve. iii Acknowledgments Thank you to Auburn University and the Department of Educational Foundations, Leadership, and Technology for allowing me the opportunity to participate in the program and providing guidance, and wisdom. Dr. Chih-hsuan Wang was instrumental during the data analysis phase of which I will the support and encouragement to persevere. I would like to express a very special thank you to my dissertation co-chairs, Dr. Brittany Larkin and Dr. Ellen Reames for their continuous support, forever be grateful. I give thanks to Dr. Margaret Shippen who assisted during the selection of a survey and served as the outside reader. Words cannot express the thanks I would like to give my family and friends for their unwavering support and love throughout the entire process. Mr. T. H. Fulmore inspired me many years ago to forever grow in knowledge. It is my desire to honor Mr. Fulmore’s memory by instilling that same passion for learning in my own children and the children I come in contact with each day. To my mother, Lenora Bodiford, thank you for your never-ending love and unfailing prayers. Thank you for being a mother and a father and teaching me that no matter what, never give up. To my precious sons, Jamison and Soren, mommy is finished with her work, and yes, we can go play now. I give thanks to my high school sweetheart and lifelong love, my husband Jason, for his standing by my side and encouraging me throughout this journey. Lastly, to me heavenly father, you are indeed an awesome God. Philippians 4:13, “I can do all things through Christ who strengthens me.” iv Table of Contents Abstract ......................................................................................................................................... ii Acknowledgments........................................................................................................................ iv List of Tables ............................................................................................................................... ix List of Figures .............................................................................................................................. xi List of Abbreviations .................................................................................................................. xii Chapter I: Introduction .................................................................................................................. 1 Statement of the Research Problem .................................................................................. 5 Need for the Study ............................................................................................................ 6 Purpose of the Study ......................................................................................................... 7 Research Questions ........................................................................................................... 7 Statement of the Null Hypothesis ..................................................................................... 8 Definition of Terms........................................................................................................... 9 Limitations of the Study.................................................................................................. 12 Assumptions of the Study ............................................................................................... 12 Method and Procedure for Analyzing the Data .............................................................. 12 Organization of the Study ............................................................................................... 13 Significance of the Study ................................................................................................ 14 Chapter II: Literature Review ..................................................................................................... 16 Theoretical Foundation ................................................................................................... 18 v Inclusion Paradigm Shift................................................................................................. 20 History of Special Education .......................................................................................... 22 Defining Inclusion .......................................................................................................... 42 Administrators’ Perceptions of Inclusion ....................................................................... 47 Roles and Responsibilities of Administrators ................................................................. 54 Mission, Vision, Core Values, and Continuous School Improvement ............... 68 Curriculum, Instruction, and Assessment ........................................................... 70 Professional Capacity and Professional Community for Teachers and Staff ..... 71 Community of Care for Students, Equity and Cultural Responsiveness ............ 72 Meaningful Engagement of Families and Community ....................................... 72 Technology ......................................................................................................... 73 Operations and Management .............................................................................. 74 Ethics and Professionals Norms.......................................................................... 75 Summary ........................................................................................................................ 76 Chapter III: Methods and Procedures ......................................................................................... 81 Research Perspective ...................................................................................................... 81 Research Questions ......................................................................................................... 81 Setting and Sample ......................................................................................................... 82 Instrumentation ............................................................................................................... 83 Data Collection ............................................................................................................... 84 Data Analysis .................................................................................................................
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