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Avoiding the Threat: An Exploratory Study Into a Theoretical Understanding of the De Facto Segregation of Students with Disabilities
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Williams, Jacob; Pazey, Barbara; Fall, Anna Mária; Yates, James R.; Roberts, Garrett J. – NASSP Bulletin, 2015
The purpose of this study is to investigate factors that may influence school administrators' disciplinary decisions involving students with disabilities. Confirmatory factor analysis suggests that the investigator-developed measures adequately represent the hypothesized latent factors per the pattern of observed responses. The hypothesized…
Descriptors: Disabilities, Factor Analysis, Correlation, Administrator Attitudes
The Principal, Ethics, and Special Education Decisions.
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Brennan, Alison D. H.; Brennan, Robert J. – NASSP Bulletin, 1988
To maintain "marginality" when attempting to implement PL 142 (the Education for All Handicapped Children Act), a principal must understand the demands, goals, needs, and motivations of all concerned. Mainstreaming and other special education decisions made by principals need to be guided by situational ethics. Includes five references.…
Descriptors: Disabilities, Individualized Education Programs, Mainstreaming, Parent Rights
Minimum Competency Testing and the Handicapped Student: Testing Skills, Not Abilities.
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Ring, Barbara – NASSP Bulletin, 1985
Many school districts have adopted minimum competency tests as part of the requirements for high school diplomas. It is important that the needs of special education students are included when planning and implementing competency testing. Included are three levels of options to consider for modified testing of special students. (MD)
Descriptors: Disabilities, Educational Administration, Individual Needs, Individualized Education Programs