Least Restrictive Environment: Understanding Placement Factors in New Jersey Public Schools

Autor/in	Torres, Jessica L. Garcia
Titel	Least Restrictive Environment: Understanding Placement Factors in New Jersey Public Schools
Quelle	(2023), (173 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Centenary University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1418-4
Schlagwörter	Hochschulschrift; Dissertation; Students with Disabilities; Mainstreaming; Student Placement; Public Schools; Teacher Attitudes; Teaching Methods; Elementary Secondary Education; Educational Environment; Special Education; Elementary School Teachers; Secondary School Teachers; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerpraktikum; Public school; Öffentliche Schule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this research study is to comprehend the perception and practices of New Jersey public school educators serving students in kindergarten through 12th-grade settings, regarding factors impacting placement in the least restrictive environment for special education students. This study explored how educators rate the implementation of least restrictive environments in their districts, factors that impact decisions made about student placement in least restrictive environment, and barriers to placement considerations in least restrictive environment. This quantitative and qualitative study collected data from certificated public-school educators, including teachers, child study team members, and administrators (n = 100) throughout three counties in the northwest region of New Jersey. An electronic survey was adapted from the research questionnaire developed by Dr. Brandon M. Maines and the District Level Least Restrictive Environment Self-Assessment and Continuous Improvement Activities Tool (California Department of Education, 2005). Through an electronic Microsoft Forms survey, data was collected, anonymously. Using independent sample t-tests, data from the survey were analyzed to identify the significance, if any, between the means of two independent groups when measured by dependent variables. The study determined there were significant statistical differences based on roles carried in the district and district grade levels, as it relates to the perceptions of factors impacting placement in the least restrictive environment. Additionally, differences were noted between teachers and non-teachers with top placement and improvement considerations. The results of the study may guide educational leaders in the development and implementation of least restrictive environment plans, training, and practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01