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dc.contributor.authorDuncan, Samuel Michael
dc.date.accessioned2014-03-03T21:05:36Z
dc.date.available2014-03-03T21:05:36Z
dc.date.issued2003-12
dc.identifier.otherduncan_samuel_m_200312_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/duncan_samuel_m_200312_edd
dc.identifier.urihttp://hdl.handle.net/10724/21275
dc.description.abstractThis study examines two Georgia statutes that address the chronically disruptive regular education students, the Georgia Chronic Disciplinary Problem Student Act and the Teacher Removal Act. The study reveals that the statutes contain ambiguous language that hinders the identification of chronically disruptive students. The process of identifying chronically disruptive students may invoke special education issues. Additionally, the Georgia Chronically Disciplinary Problem Student Act and the Teacher Removal Act fail to provide for meaningful parental involvement, which is required under the A Plus Education Reform Act. To remedy these weaknesses, Georgia’s statute Student Support Team process is offered as a solution to strengthen the implementation of Georgia’s chronic disciplinary problem student statutes.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectDiscipline
dc.subjectdisruptive students
dc.subjectschool law
dc.subjectOut-of school suspension
dc.subjectalternative school
dc.subjectcorporal punishment
dc.subjectStudent Support
dc.subjectTeam
dc.subjectGeorgia Chronic Disciplinary Problem Student Act
dc.subjectTeacher Removal Act
dc.titleManaging the chronically disruptive regular education student in Georgia : a legal perspective
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorJohn Dayton
dc.description.committeeJohn Dayton
dc.description.committeeSally Zepeda
dc.description.committeeKenneth Tanner


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