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Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroom./
Author:	Newman, Patricia A.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355857955

Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroom.
Newman, Patricia A.

Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroom. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Widener University, 2018.

Includes bibliographical references

This research study explored principals' perceptions toward the inclusion of students with ADHD in the regular education classroom. Factors analyzed within the study also included principals' perceptions of assistive technology within elementary schools and the impact level of courses/workshops relating to ADHD. The study aimed to understand if the number of special education credits principals have completed and principals' years of experience influenced the aforementioned factors.

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

Mode of access: World Wide Web

ISBN: 9780355857955Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroom.
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245 1 0 $a Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroom.
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300 $a 1 online resource (123 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: William Merchant.
502 $a Thesis (Ed.D.)--Widener University, 2018.
504 $a Includes bibliographical references
520 $a This research study explored principals' perceptions toward the inclusion of students with ADHD in the regular education classroom. Factors analyzed within the study also included principals' perceptions of assistive technology within elementary schools and the impact level of courses/workshops relating to ADHD. The study aimed to understand if the number of special education credits principals have completed and principals' years of experience influenced the aforementioned factors.
520 $a This study consisted of quantitative, non-experimental research, utilizing using both causal-comparative and correlational research designs. The researcher used a nonprobability, convenience sampling, based on principals within Southeast Pennsylvania, whose e-mail addresses were publicly listed on school district's websites.
520 $a Praisner's (2000) Principals and Inclusion Survey was adapted and dispersed as an online survey. One hundred seventeen principals were invited to participate within the study and 28 completed the survey. The results of the study suggest that the amount of special education credits a principal has completed does not have an effect on their perceptions toward placing students with ADHD in special education classes/schools specifically designed for them and does not affect the impact level of courses/workshops that were taken by principals that related to ADHD.
520 $a The results of the study also suggest that the amount of special education credits a principal has completed does not have an effect on their perceptions toward placing students with ADHD in special education classes/schools specifically designed for them and does not affect the impact level of courses/workshops that were taken by principals that related to ADHD.
520 $a Correlational analyses suggest that there is a moderate relationship between years of full-time special education teaching experience and principals' perceptions of classroom placement and inclusion percentage for students with ADHD in the regular education classroom. A statistically significant relationship was found between whether or not students with ADHD should be placed in special education classes specifically designed for them and the impact level of courses and trainings taken relating to ADHD. This suggests that principals who take trainings and professional development relating to ADHD feel that students who have been diagnosed with ADHD should be included in the regular education classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Special education. $3 567627
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Widener University. $b Education. $3 1180092
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10790462 $z click for full text (PQDT)