ERIC Number: ED471545
Record Type: RIE
Publication Date: 2002-Nov
Reference Count: N/A
Certification in Mild Disabilities: Perceptions and Preferences of Louisiana Special Education Professionals and Students.
Lindsey, Jimmy; Ghose, Chhanda; Patterson, Regina; Anzelmo-Skelton, Nicki L.; van der Jagt, Johan; Woods, Carolyn F.
This study determined the mild disabilities certification perceptions and preferences of Louisiana special education (SPED) professionals and students. A stratified random sampling procedure was used to select the subjects, who included 115 undergraduates and 44 graduate students, 26 professors, 24 local or school system directors of SPED, and 22 state department SPED administrators (total population 576). Between-subjects designs were used, with factors being status/position, gender, ethnicity, disability status, and knowledge of Louisiana type of mild disabilities certification. The dependent variables were the subjects categorical certification perceptual scores for students with mild disabilities (learning disabilities, emotional disturbance, mental disabilities) by programming areas (assessment, behavior development/management, instruction, collaboration, and school-home cooperation) and preferences for categorical or multicategorical/generic certification under three assumed roles (Louisiana SPED director, SPED teacher, parent of a child with mild disabilities). Statistical Package for the Social Sciences 11 descriptive, analysis of variance, Krushal-Wallis H Test, Mann-Whitney U test, and chi square statistics were used for data analysis (alpha level p<.01). Findings suggest that status/position and disability status affected subjects mild disabilities certification perceptual scores for specific educational programming areas and students with mild disabilities (e.g., undergraduates and subjects with a disability had higher categorical scores). Subjects also had different preferences for mild disabilities certification under selected assumed roles (e.g., Louisiana director of SPD and special-education setting; professors and subjects with a disability preferred categorical certification). Significant and nonsignificant results were presented and discussed. The findings of this study will add to the SPED literature and can be used by SPED policy makers addressing certification for teachers of mild disabilities. (Contains 9 tables and 18 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 6-8, 2002).