As the inclusion of students with special needs in general education classrooms becomes more prevalent, it is imperative that all teachers possess a solid understanding of special education law and procedures. This thesis presents the results of a survey conducted among general education teachers, aiming to assess their level of knowledge regarding special education law, explore how they acquired this knowledge, and investigate instances in which they applied it. The study underscores the shift in responsibility from specialized educators to general teachers and seeks to pave the way for enhanced educational outcomes for students with special needs. The implications of this research extend to teacher preparation and training, advocating for potential changes in educational policies and teacher training programs. By shedding light on the current state of knowledge among general education teachers, this study aspires to stimulate further research and contribute to a more inclusive and effective educational environment for students with special needs.
| Identifer | oai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:theses-4189 |
| Date | 01 December 2023 |
| Creators | Jackson, Eric Nicholas |
| Publisher | OpenSIUC |
| Source Sets | Southern Illinois University Carbondale |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses |
Page generated in 0.0024 seconds