Educational leader's experience in completing an assessment of practices to create a culture of inclusion for students with disabilities : a mixed methods study, 2025

Item — Call Number: MU Thesis Sam

Identifier: b7932429

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Occupational Therapy program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Occupational Therapy degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2025

Creator

Sammarco, Jonathan (1998- ) (Author, Person)
Garcia, Andrea (Thesis advisor, Person)
Goodwin, Allison M. (Allison Marie) (1975- ) (Thesis advisor, Person)
Patro, John (1985- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 84 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Importance: Since disabled students make up 15% of elementary schools, Principals must engage in inclusive practices (Schaeffer, 2023).

Objective: To determine the extent elementary school principals, identify inclusion practices for students with disabilities within their school and how elementary school principals describe their experience taking a survey designed to measure their inclusion practices for students with disabilities

Design: The 14 –week mixed methods study aimed to analyze educational leaders' inclusion practices for students with disabilities in their schools (quantitative) and their experiences with surveys to reflect on inclusion practices (qualitative).

Setting: Online

Participants: Elementary school principals within Monmouth County, New Jersey with one year of experience as a principal.

Intervention: Survey participation.

Outcome and Measures: Quantitative questions were focused on describing principals' identification of inclusive practices and results were reported using descriptive statistics of Likert results. Qualitative questions focused on the experience taking the survey and results were reported in themes derived using thematic analysis of answers to open-ended questions

Results: Descriptive statistics indicated strengths in the identification of Inclusive Practice and Empowerment and School Culture and Relationships categories and weaknesses in the implementation of inclusion in the Design of the School Environment. EDUCATIONAL LEADERS EXPERIENCE 3

Conclusions and Relevance: The findings suggest that elementary school administrators believe their schools are making strides towards the inclusion of students with disabilities within their schools and can identify areas for improvement.

What This Article Adds: The article evaluates elementary school principals' inclusion practices for students with disabilities, identifying areas for improvement, highlighting their opinions on survey-based assessments' effectiveness in evaluating inclusion, and provides insights for future studies.