NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1103671
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1949-1212
Teachers' Knowledge of Special Education Laws: What Do They Know?
O'Connor, Evelyn A.; Yasik, Anastasia E.; Horner, Sherri L.
Insights into Learning Disabilities, v13 n1 p7-18 2016
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; Rehabilitation Act 1973 (Section 504)