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    Trifold Spec Ed Research

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    The study assessed the knowledge of 58 general education teachers from the New York City area about special education laws. Participants completed a questionnaire about the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Family Educational Rights and Privacy Act (FERPA). The results indicated that teachers have some gaps in their knowledge of IDEA provisions and limited understanding of Section 504. Over 6.7 million students receive special education services, with most spending most of their day in general classrooms. However, teachers regularly report not feeling prepared to meet the needs of these students.

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    Trifold Spec Ed Research

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    api-664387078
    61 views10 pages
    The study assessed the knowledge of 58 general education teachers from the New York City area about special education laws. Participants completed a questionnaire about the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Family Educational Rights and Privacy Act (FERPA). The results indicated that teachers have some gaps in their knowledge of IDEA provisions and limited understanding of Section 504. Over 6.7 million students receive special education services, with most spending most of their day in general classrooms. However, teachers regularly report not feeling prepared to meet the needs of these students.

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    The study assessed the knowledge of 58 general education teachers from the New York City area about special education laws. Participants completed a questionnaire about the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Family Educational Rights and Privacy Act (FERPA). The results indicated that teachers have some gaps in their knowledge of IDEA provisions and limited understanding of Section 504. Over 6.7 million students receive special education services, with most spending most of their day in general classrooms. However, teachers regularly report not feeling prepared to meet the needs of these students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    61 views10 pages

    Trifold Spec Ed Research

    Uploaded by

    api-664387078
    The study assessed the knowledge of 58 general education teachers from the New York City area about special education laws. Participants completed a questionnaire about the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Family Educational Rights and Privacy Act (FERPA). The results indicated that teachers have some gaps in their knowledge of IDEA provisions and limited understanding of Section 504. Over 6.7 million students receive special education services, with most spending most of their day in general classrooms. However, teachers regularly report not feeling prepared to meet the needs of these students.

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    of 10

    Teachers' Knowledge

    of Special Education
    Laws: What Do They
    Know?
    Study:
    ❖ Participants were 58 general education kindergarten through
    eighth-grade teachers from the New York City metropolitan
    area.
    ➢ Completed an author-devised questionnaire in one of
    their first required graduate literacy courses.
    ➢ Answered ten True/False questions about the
    IDEA/IDEIA law, seven about Section 504, and one on
    FERPA.
    ➢ responded to four open-ended questions that as-
    sessed their knowledge of the provisions of IDEIA and
    Section 504 and how these laws impact their work with
    children.

    Results of the study:


    ❖ 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.

    ❖ More than 6.7 million students are labeled as having a


    disability under 13 categories recognized by IDEA.
    ➢ 57% of students with disabilities spend more than 80%
    of their day in general education classrooms.
    ➢ General education teachers consistently report that
    they do not have the skills they need to effectively
    instruct diverse learners, including students with
    disabilities.
    Two key Special Education laws in the
    United States:

    ❖The Individuals with Disabilities Education Act (IDEA):


    ➢ Individuals with Disabilities Education Improvement Act.
    This law governs how schools provide services to
    children from birth through age 21 who are identified
    with at least one of the thirteen Federal categories of
    disabilities. This ensures the child’s right to a free and
    appropriate public education in the least restrictive
    environment.

    ❖Section 504 of the Rehabilitation Act:


    ➢ Which is a federal law designed to protect the rights of
    individuals with disabilities in programs and activities
    that receive Federal financial assistance from the U.S.
    Department of Education. Unlike IDEIA, this civil rights
    law is applicable to not only schools but places of
    employment that receive federal funds.

    Children who qualify under Section 504 are guaranteed the right
    to a free and appropriate public education.
    Citations:
    Teachers' Knowledge of Special Education Laws: What Do They Know?

    Insights into Learning Disabilities, v13 n1 p7-18 2016

    Record Type: Journal

    Publication Date: 2016

    Authors: O'Connor, Evelyn A.; Yasik, Anastasia E.; Horner, Sherri L.


    LAWS TO KNOW

    Education for All Handicapped Children Act

    The mission of this act is to:

    ❖ make special education services accessible to children who


    require them;
    ❖ maintain fair and appropriate services for disabled students;
    ❖ institute systematic evaluation requirements for special
    education; and
    ❖ endow federal resources to public schools for the education of
    disabled students.

    No Child Left Behind

    The mission of this act is to:

    ❖ close student achievement gaps by providing all children with a fair,


    equal, and significant opportunity to obtain a high-quality education.
    Individualized Education Programs

    The mission of IEP’S is:

    ❖ The IEP creates an opportunity for teachers, parents, school


    administrators, related services personnel, and students (when
    appropriate) to work together to improve educational results for
    children with disabilities. The IEP is the cornerstone of a quality
    education for each child with a disability.

    Students with Disabilities and Postsecondary School

    The mission of Students with Disabilities and Postsecondary School is


    to:

    ❖ Allow students with disabilities to attend a variety of


    postsecondary education programs, including vocational and
    career schools, 2-year community colleges, 4-year colleges and
    universities, or graduate and professional degree programs.

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