Title
An Investigation of Education Leaders’ Perceptions of their Knowledge of Special Education Law
Date of Award
9-1-2016
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Dr. Kay A. Keiser
Abstract
The purpose of this quantitative study was to examine the perceptions of candidates in the Educational Leadership program at the University of Nebraska Omaha regarding their knowledge and understanding of special education law, including the areas of Free Appropriate Public Education, Child Find, Least Restrictive Environment, Procedural Safe Guards, and Related Services. It further analyzed whether UNO Educational Leadership graduate students’ opinions are related to school district size, professional experience, administrative experience, or area of certification. When thinking about the considerable amount of training and knowledge it takes to be well versed in the rules and regulations of special education, it’s difficult to imagine how a principal of a school can take on this responsibility in light of an already demanding position. The principals' responsibilities have shifted significantly beyond that of a building manager. This study analyzed responses from candidates in the Educational Leadership program at the University of Nebraska- Omaha regarding their perceptions of their knowledge of special education law. This study found a significant difference in respondents perception of special education law based upon the amount of coursework one has in the area of special education. While this study denotes statistically significant differences upon respondents in the Educational Leadership program at the University of Nebraska- Omaha, the study suggests a need for additional research.
Recommended Citation
Schneider, Kendra, "An Investigation of Education Leaders’ Perceptions of their Knowledge of Special Education Law" (2016). Student Work. 3628.
https://digitalcommons.unomaha.edu/studentwork/3628
Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2016 Kendra Schneider.