Principals' Perceptions of Manifestation Determination Implementation and Disciplining Secondary Students with Disabilities
Date of Award
Doctor of Education in School Leadership
Center for Leadership & Learning
College of Education
Dr. Sarah Gordon
Second Committee Member
Dr. Jackie Paxton
Third Committee Member
Dr. Russel Anthony Alan Jones
Dr. John Freeman
Dean of Graduate College
Dr. Richard Schoephoerster
Students with disabilities are often disciplined differently than their peers in school. This qualitative study focused on eight secondary administrators in the Fort Smith Public School district and their perceptions of manifestation determinations and their understanding of the laws of special education. Participants were interviewed face-toface via an online platform, and results were recorded and transcribed verbatim. Glasser’s Choice Theory guided the research and through the study the results indicated administrators gain insights to a SWD motivation for the behavior before assigning an intervention, punishment, or discipline procedure (Achilles et al., 2007; Glasser, 1998; Louis, 2009; Rose, 1988; Zirkel, 2010). The results of this study indicated that secondary administrators within the school district had differential understanding of the laws of special education, would benefit from better training, and the district needed more uniformity on how manifestations are handled.
Florez, Felicia, "Principals' Perceptions of Manifestation Determination Implementation and Disciplining Secondary Students with Disabilities" (2021). ATU Theses and Dissertations 2021 - Present. 5.
Disability and Equity in Education Commons, Secondary Education Commons, Special Education and Teaching Commons