Administrative considerations for the inclusion of high school students with the label of seriously emotionally disturbed in regular education classes. - Page 55 |
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this study because It contained input from the SED Committee in regard to the
information they were seeking for their population and county.
There was agreement on the definitions of terms used in this study by all
the SED Committee members. The committee members represented the 26 SED
programs in the county. The committee members reported to all the teachers
involved in the high school SED classes as to the definitions of the terms and the
program descriptions. The definitions of the terms were approved definitions used
throughout all of the county literature and county classes. There was support for
this survey by the SED Committee and the Director of Special Education.
The use of the developed survey warranted the approval by a Panel of
Experts that included the following; (a) a county Special Education Psychologist
Consultant, (b) a county Special Education Program Consultant, (c) a district Program
Specialist, (d) a district Director of Special Education, and (e) a county
Special Education Principal with a doctorate degree in Behavioral Psychology and
experience in supervising programs for students with the label of SED. The use
of the survey was approved by the Panel of Experts for consistency in the interpretation
of the terms, definitions, and data collection.
The survey queried teachers about their students' participation in the self-contained
programs, integrated mainstreamed programs, and full inclusion programs.
It also obtained the recorded facts, required by the county, that reflected
the number of student absences, suspensions, regular education classes, and
credits.
41
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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| Title | Administrative considerations for the inclusion of high school students with the label of seriously emotionally disturbed in regular education classes. - Page 55 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | this study because It contained input from the SED Committee in regard to the information they were seeking for their population and county. There was agreement on the definitions of terms used in this study by all the SED Committee members. The committee members represented the 26 SED programs in the county. The committee members reported to all the teachers involved in the high school SED classes as to the definitions of the terms and the program descriptions. The definitions of the terms were approved definitions used throughout all of the county literature and county classes. There was support for this survey by the SED Committee and the Director of Special Education. The use of the developed survey warranted the approval by a Panel of Experts that included the following; (a) a county Special Education Psychologist Consultant, (b) a county Special Education Program Consultant, (c) a district Program Specialist, (d) a district Director of Special Education, and (e) a county Special Education Principal with a doctorate degree in Behavioral Psychology and experience in supervising programs for students with the label of SED. The use of the survey was approved by the Panel of Experts for consistency in the interpretation of the terms, definitions, and data collection. The survey queried teachers about their students' participation in the self-contained programs, integrated mainstreamed programs, and full inclusion programs. It also obtained the recorded facts, required by the county, that reflected the number of student absences, suspensions, regular education classes, and credits. 41 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. |
