Kansas Principals’ Knowledge of Special Education Policies and Procedures

Abstract

It is critical for principals to be knowledgeable of special education policies andprocedures mandated by IDEA, not only to remain in compliance of these regulations,but also to provide appropriate services to children with disabilities. The purpose of thisstudy was to determine the amount of knowledge held by public school principals acrossthe state of Kansas. This study also examined whether the amount of knowledgeprincipals had was impacted by principals’ relationships with district special educationadministration and district assigned school psychologists. Also investigated was whethera difference in the level of knowledge existed among those principals in elementary,middle or junior high, and high schools.This study was descriptive in nature and utilized quantitative research methods.A survey, originally created by Cypress (2003), was adapted and used to elicit responsesfrom Kansas principals. The survey was uploaded to SurveyMonkey and delivered to1,128 potential respondents. Data from 334 completed surveys were analyzed, resultingin a response rate of 29.6%. A chi-square test of equal percentages, a one-sample t test,two Pearson product-moment correlation coefficients, and a one-factor ANOVA wereused for hypothesis testing.Participating Kansas principals perceived they have proficient knowledge ofspecial education policies and procedures, though principals indicated that they did notreceive adequate training in special education law. The results of this study indicated thatKansas principals have proficient knowledge in the area of special education policies andprocedures. While the level of knowledge was slightly affected by the principals’relationship with district special education administration, no significant relationship was found between level of knowledge of special education law and the principals’relationship with their appointed school psychologist. The principals’ amount ofknowledge was not significantly impacted by their grade level of practice (elementary,middle/junior high, or high school).