Literaturnachweis - Detailanzeige
| Autor/inn/en | Bull, Kay S.; und weitere |
|---|---|
| Titel | Administrator's Perceptions of Special Education Dropouts: A Comparison of Priorities by School Location. |
| Quelle | (1991), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Attitudes; Administrators; Dropout Research; Dropouts; High Risk Students; Rural Schools; Rural Urban Differences; Secondary Education; Special Needs Students; Suburban Schools |
| Abstract | This report describes the attitudes of 891 administrators from rural, urban and suburban school districts about special education. The study focused on the priority of nine variables identified in the literature as being common among special education students who have dropped out of school. These variables included: (1) retention in grade; (2) no hope of graduating; (3) frustration with school; (4) undiagnosed learning disabilities; (5) emotional problems; (6) being too different from peer group; (7) chronic medical problems; (8) lack of noncollege-bound track; and (9) being in special classes. Results indicate that lack of hope for graduating was the highest priority cause. Emotional problems and frustration were also deemed as priorities. Medical problems, lack of noncollege-bound track, untreated learning disabilities, being in special classes, and being too different from the peer group were perceived as low priorities. Compared to suburban and rural administrators, urban administrators were more likely to hold higher priorities for the contributing variables of medical problems, lack of hope for graduation, and being too old for peer groups. The literature indicates that special education students drop out of school at an unacceptable rate nationally. One hope to reverse this trend is for administrators to either change their priorities or remediate the causes of dropping out. Studies are needed to focus on special education students who are typically not the focus of dropout prevention efforts. Tables illustrating the statistical analyses of questionnaire results are included. (34 references) (LP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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