- Liberty University
- Jerry Falwell Library
- Special Collections
- < Previous
Home > ETD > Doctoral > 5457
Doctoral Dissertations and Projects
Educators’ perceptions of exclusionary discipline for students with disabilities in a manifestation determination review: a case study.
Jenell R. Huska , Liberty University Follow
School of Education
Doctor of Philosophy in Education (PhD)
Breck L. Perry
perceived organizational support, manifestation determination, exclusionary discipline, disabilities, evidence-based practices
Disciplines
Education | Special Education and Teaching
Recommended Citation
Huska, Jenell R., "Educators’ Perceptions of Exclusionary Discipline for Students with Disabilities in a Manifestation Determination Review: A Case Study" (2024). Doctoral Dissertations and Projects . 5457. https://digitalcommons.liberty.edu/doctoral/5457
The purpose of this study was to understand K-12 educators’ knowledge of the characteristics of students with disabilities and how their ability to implement evidence-based practices shaped their perceptions of their role in making decisions regarding exclusionary discipline in a Manifestation Determination Review (MDR). The central research question included: How do K-12 educators’ perceptions regarding organizational support affect the decisions they make concerning exclusionary discipline for students with disabilities in a Manifestation Determination Review? Eisenberger et al.’s (1986) Organizational Support Theory (OST) guided this study. OST relates to educators’ perceptions regarding how their organization supports them in making decisions regarding exclusionary discipline for students with disabilities in an MDR. Additionally, this theory provided information regarding how educators utilized evidence-based practices to implement tiered programs that supported positive behaviors. Purposeful sampling was used to assemble focus groups and individual interviews of administrators, educators, and staff. Data was analyzed to develop themes, and results were reported using qualitative techniques. The findings contribute to current research surrounding organizational support and fill the gap in research regarding educators’ views and perceptions on their readiness to make decisions regarding exclusionary discipline and how they implement positive behavioral supports using evidence-based practices with fidelity.
Since April 26, 2024
Included in
Special Education and Teaching Commons
- Collections
- LU Faculty SHARE
- Theses and Dissertations
- Conferences and Events
- Open Educational Resources (OER)
- Explore Disciplines
Advanced Search
- Notify me via email or RSS .
Faculty Authors
- Submit Research
- Expert Gallery Login
Student Authors
- Undergraduate Submissions
- Graduate Submissions
- Honors Submissions
Home | About | FAQ | My Account | Accessibility Statement
Privacy Copyright
IMAGES
VIDEO