Survey of Indiana elementary principals' knowledge of special education law: Title 511 Article 7 Rules 32-47
Abstract
The purpose of this quantitative study was to determine the level of special education law knowledge of elementary principals in Indiana. There were 294 public school systems in Indiana as reported by the Indiana Department of Education (2013) that employed 836 elementary principals. The survey was completed by 265 elementary principals. After the 14-day survey window closed, 265 elementary principals had returned the survey for a response rate of 31.6%. Of the 265 returned surveys, 205 were usable. Sixty of the 265 surveys were incomplete rendering them invalid. Of the 205 respondents who completed the survey 71 (34.6%) were men, and 134 (65.4%) were women; 164 (80%) had a general education background, 25 (12.2%) had a special education background, and 15 (7.3%) held certification in something other than general or special education. Previous research studies by Hirth (1988), Short (2004), Copenhaver (2005), and Overturf (2007) indicated that principals do not have the appropriate level of knowledge as it pertains to special education law. This study reflects very similar findings. Of the 205 respondents, 69% (141) were considered proficient. Proficient reflected answering 14 or more questions correctly. Answering 14 questions correctly reflected the score of 77.7%. A score of 75% to 80% on most grading scales is often considered proficient. This score suggests that additional training is needed in the area of special education law. This comes 20 years after the research of Valesky and Hirth (1992) who found that only 33% of all regular administrator principal preparation programs required the individual to have knowledge of special education law. Results revealed that Indiana principals in 2013 were significantly weaker in their procedural safeguards than related services. Recommendations were made for school districts, universities, and the Indiana Department of Education regarding principal licensing requirements, special education course content, and in-service needs of school staff, specifically elementary principals.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
Educational leadership|Special education
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