Date Approved

4-24-1997

Embargo Period

8-25-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Rowan University--Students--Attitudes; Special education--Law and legislation--New Jersey

Disciplines

Special Education and Teaching

Abstract

This study examined the reaction of teachers to five proposals for reforming special education. These proposals include the achievement of the Core Curriculum Content Standards, inclusion of exceptional students in state and districtwide assessments, child study team revisions, classification changes, notice reduction, and the redefining of consent. A fifteen closed-ended question survey with five Likert-type rating scale optional answers was developed. Seventy-three graduate students in education participated in this study. The categorical data was illustrated through charts, graphs, and crossbreak tables. Survey analysis revealed that 52% supported the policy proposals, 35.9% were in opposition, 11.2% indicated no opinion, and 0.9% did not respond. The study further revealed that concern for the exceptional child was a priority, and that whether in support or opposition to the policy proposals, educational personnel are to continue to render quality service to the exceptional child in a professional and dignified manner.

Share

COinS