Master's Theses

Document Type

Thesis - campus only access

Date of Award

Summer 1989

Degree Name

Education Specialist (Ed.S)

Department

Advanced Education Programs

Advisor

Bob L. Chalender

Abstract

The purpose of the research was to investigate the potential for successful integration of secondary level behavior disordered (BD) students. The investigation was conducted in 18 school districts in rural southwest Kansas. The independent variables were (1) professional title (special education teachers, regular education teachers, principals, and counselors); (2) professional preparation for working with BD students (Appendix X); (3) professional experience for working with BD students (Appendix X): and (4) district size (Appendix Y). The dependent variables were (1) scores from the questionnaire addressing existing school conditions (Appendix Q); (2) scores from the questionnaire addressing ideal school conditions (Appendix R); (3) scores from the questionnaire addressing student school-related social behaviors (Appendix S); and (4) scores from the questionnaire addressing student school-related academic behaviors (Appendix T). There were 91 comparisons made, plus 13 repeated comparisons in tests of the five composite hypotheses. Of these, 21 comparisons were statistically significant. The results of these comparisons were very positive for future planning and programming tasks in working toward improving services for BD students. The results indicated that all professional groups thought much needs to be done to achieve the ideal in school conditions. The results of the present study appeared to support the following generalizations: (1) existing school conditions were rated higher by principals than by regular teachers; (2) ideal school conditions were rated higher by special education teachers than by subjects in other groups; (3) student academic-related behaviors were rated higher by subjects with less preparation than by those with more preparation than SO teachers: (4) students' school-related social behaviors were rated higher by special education teachers than by counselors; (5) ideal school conditions were rated higher by subjects in 3-A districts than by subjects representing either I -A or 4-A districts; (6) existing school conditions were rated higher by subjects with more experience in working with BD students than by those having less experience with these students; (7) ideal school conditions were rated higher by subjects having preparation comparable to BD teachers than by subjects with less preparation: (8) existing school conditions were rated higher by subjects representing 1-A districts than by those from 3-A districts: (9) three professional titles, including special education teachers, regular education teachers, and counselors, and the total sample rated ideal school conditions statistically higher than existing school conditions.

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Rights

© 1989 Barbara J. Palmer

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