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dc.contributor.advisorEsmail, Ashraf
dc.contributor.authorGreer, Abigail
dc.date.accessioned2021-05-04T17:13:01Z
dc.date.available2021-05-04T17:13:01Z
dc.date.issued2021-04-12
dc.identifier.urihttp://hdl.handle.net/10504/130373
dc.description.abstractExamining school leader’s self-reported knowledge and opinions and the inclusion of students with disabilities in their schools, Catholic school principals of high schools in the United States were surveyed. No significant relationship was found between any of the three areas of knowledge identified by Boyle (2016) and the percentage of a school leader’s student body with a disability. Significant relationships were found in some of these areas of knowledge and the inclusion of students with a specific disability.en_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleAn Investigation of the Relationship between Leaders’ Knowledge of Special Education and the Inclusion of Students with Disabilities in Catholic Secondary Schoolsen_US
dc.typeDissertation
dc.rights.holderAbigail Greeren_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorGreer, Abigail
dc.degree.levelEdD (Doctor of Education)en_US
dc.degree.disciplineInterdisciplinary Ed.D. Program in Leadershipen_US
dc.degree.nameEd.D. Program in Leadershipen_US
dc.degree.grantorGraduate Schoolen_US


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