Date of Award

Spring 5-7-2019

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

College

College of Education

Department

Center for Leadership & Learning

Committee Chair

Dr. Sarah Gordon

Second Committee Member

Dr. John A. Freeman

Third Committee Member

Dr. Jared A. Cleveland

Program Director

Dr. John A. Freeman

Dean of Graduate College

Dr. Jeff Robertson

Abstract

Teacher expectation for student success in the classroom is an effect size that can be used as an indicator of student success. Students with disabilities such as Autism, emotional disturbance, specific learning disabilities or other health impairments are often viewed as being unable to be as successful in a general education classroom than their peers. There were 11 participants in this study. Participants were from the northwest corridor of the state. Participants were public school general education teachers. They varied in range from Kindergarten through grade 12. This study reinforces the need for general education teachers to have a better understanding of how to accommodate for students with disabilities in the least restrictive environment. This understanding will give teachers the confidence needed to maintain a positive expectation of students with disabilities in their classrooms. Without adequate teacher preparation, students with disabilities will continue to be placed in more restrictive settings which denies them a Free and Appropriate Public Education (FAPE) according to the Individuals with Disabilities Act (IDEA).

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