Thesis (Ed. D.)--Lehigh University, 2002. / Includes vita. Includes bibliographical references (leaves 132-142).

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains xi, 158 p. : ill. Includes abstract. Includes bibliographical references (p. 128-138).

This study records the perceptions of special education administrators, building principals and regular and special education teachers in four neighboring North-of-Boston communities as to how each has: viewed the evolution of the special education law and its implementation process; included or excluded students with disabilities in local public schools during 15 years of state and federal mandates; mainstreamed students with disabilities; dealt with the fiscal restraints of Proposition 2 1/2; become more or less concerned with "due process" than with quality education. Twenty-one special and regular educators from two cities with large low income populations and two smaller, more affluent towns provided data responding to multiple choice questionnaire surveys and semi-structured interviews. Results indicate all four systems have adopted special education mandates incorporating change at varying degrees of implementation. The two multi-ethnic and socio-economically diverse cities have been assisted with compliance through state and federal regulators and the courts, overseeing procedural implementation. The smallest affluent suburban community studied continues to resist mainstreaming. While their affluent neighbor has successfully upheld a strong commitment to mainstreaming, evident in a more unified education system, where principals and the special education administrator share the role of gatekeeper of the regulations. Three communities' respondents described a separate system of education for students with disabilities where the special education administrator is considered the ultimate gatekeeper of the regulations. Compliance continues to dominate and concern school administrators. Legal and technical issues are reported to overwhelm the mainstream educator who, generally, has abdicated responsibility for the student with disabilities to the specialist. The specialist has all too readily accepted this assignment. Decentralization of special education and restructure of the mainstream, as recommended in the Regular Education Initiative, will require a metamorphosis of the gatekeeper to collaborative consultant and eventual elimination of the position special education administrator. The transition from policy to practice will occur only to the extent that regulatory agencies view educational outcomes and quality of programs as a priority, and when all educators apply the standards for special education to all education.

The purpose of the study was to examine and compare the service delivery models of three students with severe disabilities in three different settings and to detail the benefits derived in each of the programs. The study included classroom observations, analysis of individual educational plans (IEPs), interviews with families and teaching assistants, and presentation of in-depth cost data. The study found three examples of unsuccessful inclusion, as determined by observed social isolation, documented skill loss, and feedback presented by the teaching assistants. Analysis further revealed a lack of staff support and training. Cost analysis found that the highest expenses incurred among the participants were for individual aides and transportation. Implications of the study focus on the importance of thoroughly assessing a child's needs prior to placement in an inclusive setting, and then comparing those needs with existing and potential programmatic resources. Finally, inclusion strategies deemed effective in serving students with mild to moderate special needs in all likelihood will provide insufficient support to youngsters with severe disabilities.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Nathalie Belanger.

Thesis (Ph. D.)--Illinois State University, 1973. / Title from title page screen, viewed Oct. 12, 2004. Dissertation Committee: J.H. McGrath (chair), Charles W. Edwards, Eugene D. Fitzpatrick, Samuel T. Price, D. Gene Watson. Includes bibliographical references (leaves 115-119) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 12, 2007. Dissertation Committee: Linda Lyman (chair), Patricia H. Klass, W. Paul Vogt, Carol Struck. Includes bibliographical references (leaves 160-168) and abstract. Also available in print.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains x, 166 p. Includes abstract. Includes bibliographical references (p. 139-147).

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 71-75) and index.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 114-117).