{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1470"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1470","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"Perceptions Of Teachers And Administrators Of The Organizational Supports For Inclusion Programs In Southwest Florida Elementary Schools","abstract":"The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.","abstract_html":"The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.","abstract_has_math":false,"creators":["Moore, Brian Douglas"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["House, Jess"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T05:08:59Z","subjects":["education","inclusion","educational leadership","elementary education","educational administration"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000615"],"render_values":[{"text":"CFE0000615","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/471","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["House, Jess"]},{"key":"dc:creator","label":"Author","values":["Moore, Brian Douglas"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education","inclusion","educational leadership","elementary education","educational administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000615"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/471"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Doctor of Education (Ed.D.)","College of Education","Educational Research, Technology, and Leadership","Educational Leadership"]},{"key":"dc:description.abstract","label":"Abstract","values":["The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. 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