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Public and Private School Principals' Knowledge of Special Education Law.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Public and Private School Principals' Knowledge of Special Education Law./
作者:	Boyd, Marie Nicole.
面頁冊數:	1 online resource (41 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355113501

Public and Private School Principals' Knowledge of Special Education Law.
Boyd, Marie Nicole.

Public and Private School Principals' Knowledge of Special Education Law. - 1 online resource (41 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.S.)--University of Nebraska at Omaha, 2018.

Includes bibliographical references

The purpose of this study is to examine the knowledge of special education law held by public and private school principals as the law pertains to providing the appropriate services to students with disabilities. Numerous studies have investigated public school principals' level of preparation, training, and role within in special education law. Many studies suggest that there may be a need for additional preparation for principals in special education law. Although special education looks different in private schools, it is still important for private school principals to have fundamental knowledge of special education law in order to identify resources, implement support systems for students, and refer when appropriate. This study extends the literature by measuring the knowledge and training that private school principals receive and by assessing any discrepancies of knowledge between private and public school principals. The participants of the present study included 97 private and public school principals from the states of Nebraska and Iowa. Results from the present study indicated that there were no significant differences between private and public school principals' survey scores, or between principals' survey scores and the demographic variables of level of training and years of experience. This study identified two significant areas of weakness: private school services and FAPE.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355113501Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Public and Private School Principals' Knowledge of Special Education Law.
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500 $a Adviser: Brian McKevitt.
502 $a Thesis (Ed.S.)--University of Nebraska at Omaha, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study is to examine the knowledge of special education law held by public and private school principals as the law pertains to providing the appropriate services to students with disabilities. Numerous studies have investigated public school principals' level of preparation, training, and role within in special education law. Many studies suggest that there may be a need for additional preparation for principals in special education law. Although special education looks different in private schools, it is still important for private school principals to have fundamental knowledge of special education law in order to identify resources, implement support systems for students, and refer when appropriate. This study extends the literature by measuring the knowledge and training that private school principals receive and by assessing any discrepancies of knowledge between private and public school principals. The participants of the present study included 97 private and public school principals from the states of Nebraska and Iowa. Results from the present study indicated that there were no significant differences between private and public school principals' survey scores, or between principals' survey scores and the demographic variables of level of training and years of experience. This study identified two significant areas of weakness: private school services and FAPE.
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