Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teachers’ Knowledge of Special Education Policies and Practices

  • Pamela Sanders, Ph.D. (Author) Saint Louis University image/svg+xml
    Pamela Sanders was born in St. Louis, Missouri. In 2002, she obtained a Bachelor of Arts degree in Psychology from Saint Louis University where she graduated Summa Cum Laude. In the winter of 2006, she graduated with a Masters of Education degree in Special Education from the University of North Florida in Jacksonville, Florida. She taught for two years for Duval County Public Schools in Jacksonville, Florida and currently teaches for Fox School District in Fenton, Missouri. In 2011, Mrs. Sanders published “Teacher Candidates’ Knowledge of Special Education Law” in the Journal of the American Academy of Special Education Professionals. Mrs. Sanders received the Doctor of Philosophy in Educational Studies in December 2013.
DOI
https://doi.org/10.64546/jaasep.290
Abstract
The Individuals with Disabilities Education Act (IDEA) greatly improved the educational opportunities for students with disabilities. Teachers require knowledge of the law to deliver necessary and appropriate services to students with disabilities. The purpose of this quantitative study was to examine teachers’ knowledge of special education policies and procedures as outlined in IDEA, possible factors associated with teachers’ accurate knowledge, and whether or not teachers accurately perceive their knowledge. A sample of 111 Missouri public school teachers completed an online survey. Overall, the findings revealed that teachers lack knowledge of special education policies and procedures; however, special education teachers demonstrated more accurate knowledge than general education teachers. The most significant predictors of accurate knowledge were completing more special education courses and having positive attitudes toward inclusion. Discussion of these findings and implications for training are provided in terms of improving teachers’ knowledge and implementation of IDEA.
Keywords
Disabilities, Educational Legislation, Equal Education, Federal Legislation, Public School Teachers, Regression (Statistics)
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How to Cite
Sanders, P. (2015). Teachers’ Knowledge of Special Education Policies and Practices. Journal of the American Academy of Special Education Professionals, 10(3), 207-234. https://doi.org/10.64546/jaasep.290

Fall 2015

Article Information

  • Article Type Articles
  • Submitted September 10, 2015
  • Published October 15, 2015
  • Issue Fall 2015
  • Section Articles
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