Differences In Special Education Teachers' Perceptions Of School Climate Before And After No Child Left Behind And Idea
MetadataShow full item record
Type of WorkText
DepartmentAdvanced Studies, Leadership, and Policy
ProgramDoctor of Education
RightsThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
This study sought to examine the extent to which special education teachers' perceptions have changed over time due to changes that have occurred in the delivery of services to exceptional students. This study was accomplished by examining secondary data obtained from the U.S. Department of Education, National Center for Education Statistics Schools and Staffing Survey (SASS) during the 1993-1994, 1999-2000, 2003-2004, and 2007-2008 school years. The National Center for Education Statistics (NCES) periodically collects, analyzes, and produces data related to education in the U.S. and other nations. Five thousand, two hundred, eighty-eight special educators at the elementary and secondary level in this country participated (n = 5,288). A 27-item survey was examined. The study was designed to answer two questions: (a) have special education teachers' perception of teacher influence (teacher control of the classroom and influence on school policies) changed pre and post NCLB and IDEA (2004); (b) have special education teachers' perceptions of normative cohesion (clear norms and cooperation among staff) changed pre and post NCLB and IDEA (2004). This study concluded that there is a difference in special education teachers' perceptions of teacher influence and normative cohesion pre and post NCLB and IDEA. The results indicated a decrease in teacher control of the classroom, influence over school policies, clear norms and cooperation among staff.