Selected Teachers' Perceptions of Special Education Laws

Abstract

A study investigated the perceptions and level of knowledge of special education law, policies, and procedures among regular education teachers (n=303) and special education teachers (n=52) in Mississippi. The seven principles of the Individuals with Disabilities Education Act (IDEA) that ensure the delivery of educational services for students with disabilities were specifically addressed (parent participation, least restrictive environment (LRE), Individualized Education Program (IEP), procedural safeguards, appropriate evaluation, zero tolerance, and related services). Results of the study indicate that 94.2% of the special educators either agreed or strongly agreed that they had sufficient knowledge of special education law. The data did not support their perception. Conversely, most regular education teachers indicated that they did not have sufficient knowledge of special education law and the data validated that regular education teachers need training in special education law, practices, and procedures. As expected, special education teachers scored higher than regular education teachers on knowledge of special education law. A finding not expected was that special education teachers scored lowest on questions dealing with IEPs. Regular education teachers most often missed the IDEA component questions related to least restrictive environment. Appendices include assessment materials. (Contains 55 references.) (CR) Reproductions supplied by EDRS are the best that can be made from the original document. Selected Teachers' Perceptions of Special Education Laws Roy Brookshire, Ph.D. The University of Southern Mississippi Jack Klotz, Ph.D. The University of Central Arkansas U.S. DEPARTMENT OF EDUCATION Office I Educational Research and Improvement ED4JGATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

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