The impact upon the role of the elementary principal due to the development and administration of individualized education plans in compliance with Public Law 94-142, The Education for All Handicapped Act of 1975

dc.contributor.author Giangreco, Marianne
dc.contributor.department Education
dc.date 2018-08-16T14:10:30.000
dc.date.accessioned 2020-07-02T06:00:24Z
dc.date.available 2020-07-02T06:00:24Z
dc.date.copyright Thu Jan 01 00:00:00 UTC 1981
dc.date.issued 1981
dc.description.abstract <p>The development and implementation of individualized education plans (IEPs) for all handicapped children is one of the important aspects of federally mandated Public Law 94-142, The Education for All Handicapped Act of 1975. Because the building principal has been identified as one who participates in the IEP process, it was appropriate to investigate, analyze and assess the role of Iowa elementary principals concerning the impact of the new responsibilities thrust upon them;Conclusions included the following: (1) Six IEP-type activities were perceived as a greater responsibility of elementary principals by elementary principals when compared with their teachers. But, two IEP-type activities were perceived as having a higher priority for elementary principals by the elementary teachers. (2) While four IEP-type activities were "usually" or "always" done by elementary principals, there were three IEP-type activities that were not often performed by elementary principals. (3) Male elementary principals were more likely to specify personnel to be involved in IEP implementation. (4) When elementary principals have little training in special education they are not likely to arrange for student involvement in IEPs. (5) Elementary principals seem to have attended "some" workshops and/or inservice experiences in special education. (6) Association with the handicapped seemed to positively affect the elementary principals' perceptions of some of the IEP-type activities. (7) Elementary principals tend to do more in every area of responsibility since October, 1977. (8) Elementary principals have not significantly increased the amount of time spent on traditional responsibilities since IEPs were required. (9) IEP-type activities require about twice as much of the elementary principal's time as they did before October, 1977. (10) The responsibilities of organization and structure, pupil personnel, and staff personnel require slightly less time now than before October, 1977;IEPs, as required by P.L. 94-142, have impacted in many ways upon the role of the elementary principal.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/7420/
dc.identifier.articleid 8419
dc.identifier.contextkey 6310151
dc.identifier.doi https://doi.org/10.31274/rtd-180813-6332
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/7420
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/80296
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/7420/r_8209120.pdf|||Sat Jan 15 01:48:04 UTC 2022
dc.subject.disciplines Educational Administration and Supervision
dc.subject.keywords School management and organization
dc.subject.keywords Professional studies
dc.subject.keywords Education
dc.subject.keywords Educational administration
dc.title The impact upon the role of the elementary principal due to the development and administration of individualized education plans in compliance with Public Law 94-142, The Education for All Handicapped Act of 1975
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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