Dissertation/Thesis Abstract

A Mixed Methods Study of Charter School Administrators' Perspectives of Effective Inclusion Practices
by Okpara, Nnenna, Ed.D., Concordia University Irvine, 2018, 145; 10748572
Abstract (Summary)

In the early 1990s, the educational system in the U.S. began to change with the advent of publicly-operated charter schools. In recent years, there has been a surge in parents opting for this type of alternative educational setting to meet the needs of their students. This increase in enrollment did not preclude students with disabilities. This research study specifically examined charter school leadership perspectives regarding the inclusion model as it relates to accountability standards, service delivery trends and models, and general education professional development. It is important to measure the efficacy of these elements and their compliance with education law as it relates to students with disabilities. Few studies have been conducted in the area of compliance of programs for students with disabilities in charter schools, and therefore, this study serves as an exploration into these publicly run but misunderstood segments of the educational environment. The major findings of this study report that from the perspective of the charter school administrators, there is compliance with the method used to serve students with disabilities. In terms of the scope of the study, 38 participants completed this study with a 100% completion rate. The service delivery models differ from site to site, but in essence, all operate in good faith to serve their students with disabilities.

Indexing (document details)
Advisor: Karge, Belinda
Commitee: Hausner, Larry, Hess, Teresa
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 79/08(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational administration
Keywords: Administrator, Charter school, Compliance, Special education
Publication Number: 10748572
ISBN: 978-0-355-77564-8
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