School-based service delivery models for students with exceptionalities: Stakeholders' perceptions of effectiveness.
Date of Award
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This study investigated the use of school-based service delivery models for students with exceptionalities and the perceptions of their effectiveness by key stakeholders: principals and vice-principals, classroom teachers, and special education teachers. There were 260 participants in this study; 29 administrators, 164 classroom teachers, and 67 special education teachers. An electronic survey was constructed and access to this survey was made available to the participants via their work intranet system. The survey solicited information using both quantitative and qualitative measures regarding participant demographics, the use of school-based teams, and perceptions of effective special education practices. In addition, two senior administrators from the school board were interviewed. There were significant differences between the groups in this study regarding the use of school-based teams, collaboration between special educators and classroom teachers, administrative support, and student success. Trends resulting from this study indicated a need to remove barriers to successful collaboration, that more human, financial, and material supports be made available, that greater options for programming and placements for exceptional students need to be available, that more training for classroom teachers is needed, and that formal school-based teams need to be implemented more widely to maximize effectiveness of special education services to students with exceptionalities.Dept. of Education. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2006 .B68. Source: Masters Abstracts International, Volume: 45-01, page: 0052. Thesis (M.Ed.)--University of Windsor (Canada), 2006.
Boudreau, Lisa A., "School-based service delivery models for students with exceptionalities: Stakeholders' perceptions of effectiveness." (2006). Electronic Theses and Dissertations. 3383.