Perceptions of Texas High School Principals and Special Education Directors in Regard to the Participation of Mentally Retarded and Learning Disabled Students in Extra-Curricular Activities

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The purposes of the study were (1) to determine the perceptions of high school principals and special education directors toward the participation by mentally retarded (MR) and learning disabled (LD) students in extracurricular activities in small, medium, and large schools, (2) to compare the perceptions of high school principals and special education directors, (3) to determine the perceptions of high school principals and special education directors toward the mandates of Public Law 94-142 which deal with extracurricular activities, (4) to compare the perceptions of principals and special education directors in regard to those mandates, (5) to compare the perceptions of ... continued below

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vi, 113 leaves

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Collins, David L. August 1979.

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  • Collins, David L.

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The purposes of the study were (1) to determine the perceptions of high school principals and special education directors toward the participation by mentally retarded (MR) and learning disabled (LD) students in extracurricular activities in small, medium, and large schools, (2) to compare the perceptions of high school principals and special education directors, (3) to determine the perceptions of high school principals and special education directors toward the mandates of Public Law 94-142 which deal with extracurricular activities, (4) to compare the perceptions of principals and special education directors in regard to those mandates, (5) to compare the perceptions of high school principals in the three school sizes, and (6) to compare the perceptions of special education directors in the three school sizes. Based on the findings of this study the following conclusions are presented. 1. It appears that working closely with the special education program may help to improve perceptions toward students and laws affecting them. 2. It appears that principals’ perceptions may be improved through a more personal relationship with and awareness of MR and LD students and the laws affecting their education. 3. Low scores in regard to Public Law 94-142 may indicate an intolerance and lack of understanding of the law or philosophical differences in regard to mandated programs. 4. Low scores by principals in particular on the law section may be due to lack of ample time available to study the law. 5. There appears to be no differences in perceptions of principals in Texas high schools regardless of school size. 6. It appears that smaller schools with fewer special education students have special education directors with more positive perceptions than the directors in other school sizes.

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vi, 113 leaves

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  • August 1979

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  • Aug. 22, 2014, 6 p.m.

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  • Oct. 29, 2018, 2:43 p.m.

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Collins, David L. Perceptions of Texas High School Principals and Special Education Directors in Regard to the Participation of Mentally Retarded and Learning Disabled Students in Extra-Curricular Activities, dissertation, August 1979; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331751/: accessed November 17, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .