ORCID Identifier(s)

0000-0001-7471-2682

Graduation Semester and Year

2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

M. Lewis Wasserman

Abstract

The purpose of this study was to explore the relationship between experience as a school psychologist, time spent in supervising other school psychologists, training hours, interest in learning more about the IDEA, perceived self-knowledge of IDEA requirements, and time spent in evaluating students for IDEA eligibility with school psychologist’s level of knowledge about IDEA eligibility requirements. A survey reflecting standards and competencies for professional practice was developed and administered to a sample of school psychologists licensed to practice in the state of Texas. A multiple regression analysis was performed on the data set. Among the predictors studied, only experience and time spent evaluating eligibility had a significant impact on the level of legal knowledge of IDEA eligibility requirements. Implications for training and practice including new perspectives in design and development of graduate training and professional development as well as advancement of tools to assess the adequacy of current programs and development of continuing educational programming curriculum for school psychologists were discussed.

Keywords

School Psychologists, Legal literacy, Training, Legal knowledge, IDEA, Competencies, Professional development, Special education, Eligibility, Inservice training, Surveys, Multiple regression, Supervision, Graduate programs

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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