A study of Tennessee elementary school principals' perceptions of their knowledge about special education and Tennessee special education teachers' perceptions of their principals' knowledge of special education.

摘要

Elementary school principals and special education teachers were randomly selected in the state of Tennessee to examine elementary school principals' perceptions of their knowledge about special education and special education teachers' perceptions of their principals' knowledge of special education. The perceptions were also compared to determine if a significant difference existed between elementary school principals' perceptions of their knowledge about special education and special education teachers' perceptions of their principals' knowledge.;Principals and special education teachers responded respectively to the Principal Survey of Knowledge About Special Education and the Teacher Survey of Principal's Knowledge About Special Education. The results indicated that both principals and teachers perceived principals as being knowledgeable relative to 21 domains of special education. Significant differences existed between elementary school principals' perceptions of their knowledge about special education and special education teachers' perceptions of their principals' knowledge about special education relative to 19 of the 21 domains of special education. However, the differences were only concerning the degree of knowledge.;Both principals and special education teachers perceived principals as being "most knowledgeable" relative to the referral process, discipline, consent requirements, mainstreaming, placement, due process, IEPs, least restrictive environment, communicating with special education teachers, communicating with parents of children with disabilities, evaluating special education personnel, and selection of special education personnel. Both principals and special education teachers perceived principals as having only "some knowledge" relative to related services, special education services schedules, lesson design for special education teachers, P.L. 99-457, teaching techniques for special education teachers, Chapter 839, and in-service training.;Principals and special education teachers disagreed as to their perceptions of principals' knowledge of special education relative to the domains of communicating with the community about special education and writing objectives for special education programs. Special education teachers perceived their principals more knowledgeable when compared to their principals' perceptions of knowledge regarding these domains.;Recommendations were included in the study to assure that elementary school principals acquire a basic knowledge about special education. Further research areas of study were also included.