Date Approved

5-7-2008

Embargo Period

3-21-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Second Advisor

Epifanio, Frank

Subject(s)

Inclusive education; School psychologists

Disciplines

Educational Psychology

Abstract

The purpose of this study was to examine the collaborative relationships between general education teachers and their colleagues in school psychology and special education when in inclusive environments and to determine the effects of their perceptions on student-teacher relationships. Specifically, the researcher hypothesized that teachers with more knowledge and positive perceptions of their colleagues would have more positive relationships with the ASD included children in their classrooms. Consequently, those who have had children with ASD in their classes in the past were expected to be more knowledgeable about the field of school psychology and the special education department. Thirdly, training was hypothesized to be an important factor in the student-teacher relationship. A positive and significant correlation was found between knowledge of school psychology and closeness of relationship. While the data did not otherwise yield significant results, some interesting trends were found with respect to teachers' perceptions of school psychologists and special education teachers in their schools.

Share

COinS