The Role of Administrators in Supporting Inclusive Practices at a Select School District in Upper East Tennessee

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dc.contributor.advisorHowell, Lyn
dc.contributor.authorBlevins, Melody
dc.date.accessioned2019-05-28T13:20:00Z
dc.date.available2019-05-28T13:20:00Z
dc.date.issued2019-05-02
dc.description.abstractThe implementation of inclusive practices has increased in response to the federal mandate for students with disabilities to be educated with their typically developing peers “to the maximum extent possible.” Previous research indicates that teachers frequently cite a need for administrative support to implement inclusive practices successfully. This qualitative study examines the role of administrative support for inclusive practices by interviewing teachers and principals in a select school district in Upper East Tennessee and comparing their perspectives. Results indicated that both groups had similar viewpoints regarding the role of administrators in supporting inclusive practices. The findings suggest that scheduling, professional development, schoolwide culture, and relationships are critical to supporting inclusive practices. Implications for practice include establishing a schoolwide schedule that reflects student needs, providing regularly scheduled collaborative planning time for general and special education teachers, working collaboratively with teachers to identify professional development needs, and contributing to the culture of the school by establishing positive relationships with students and staff.en_US
dc.identifier.urihttp://hdl.handle.net/11558/4353
dc.language.isoen_USen_US
dc.subjectSpecial Educationen_US
dc.subjectInclusionen_US
dc.subjectAdministratorsen_US
dc.subjectLeast Restrictive Environmenten_US
dc.titleThe Role of Administrators in Supporting Inclusive Practices at a Select School District in Upper East Tennesseeen_US
dc.typeDissertationen_US

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Doctor of Education (Ed.D.) Dissertations