Teachers' Knowledge of Special Education Laws: What Do They Know?

Autor/inn/en	O'Connor, Evelyn A.; Yasik, Anastasia E.; Horner, Sherri L.
Titel	Teachers' Knowledge of Special Education Laws: What Do They Know?
Quelle	In: Insights into Learning Disabilities, 13 (2016) 1, S.7-18 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Special Education; Educational Legislation; School Law; Familiarity; Knowledge Level; Teacher Surveys; Educational Attainment; Mixed Methods Research; Disabilities; Equal Education; Federal Legislation; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Questionnaires; Teacher Competencies; Individualized Education Programs; New York (New York) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Law concerning schools; Schulrecht; Wissensbasis; Bildungsabschluss; Bildungsgut; Handicap; Behinderung; Bundesrecht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Lehrkunst; Individualized education program; Individualisierendes Lernen
Abstract	In the United States increasingly more children are being identified as needing special services. Teachers are usually the first to identify children in need of such services and refer those children for evaluation. Due to the fact that more of these children are being included in the regular classroom environment, it is imperative for teachers to understand all aspects of special education laws (i.e., IDEIA and Section 504) to be effective advocates for children. A 24-item survey was administered to kindergarten through eighth grade teachers to determine their familiarity, knowledge, and level of training regarding the provisions specified under IDEIA and Section 504. The results of this mixed methods study indicate that teachers are lacking some essential information regarding IDEIA, and have limited knowledge of provisions covered by Section 504. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01