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Dissertation/Thesis Abstract

School psychologists' perceptions of procedural fidelity in special education
by Mc Adams, Ashley N., M.A., California State University, Long Beach, 2012, 64; 1522243
Abstract (Summary)

The federal mandate from the 1970s, Public Law 94-142, and subsequent updates to special education law, such as the Individuals with Disabilities in Education Act (IDEA) of 1997 and IDEA 2004, have been engaged to ensure that educators maintain high levels of compliance with special education policies and procedures. These and other high profile court cases have been indicators of challenges with procedural compliance with court-mandated practice within special education. Several cases from California are reviewed, each of which has led to significant changes to the educational procedure and practice. These changes often stemmed from lack of compliance within the school district to federal laws. This research sought to study the reported perceptions of school psychologists in the areas of (a) comprehensive procedure, (b) benefit of placement, and (c) school psychologists' satisfaction level with their district's procedure to determine special education eligibility. A survey developed by the researcher was administered to ascertain these perceptions as they relate to procedural fidelity. Their perceptions regarding a comprehensive procedure being in place at their district will be discussed. Results indicate that school psychologists perceive special education placement to be beneficial and they are satisfied with their district's current procedure.

Key Words: Special Education Placement, Special Education Eligibility, Procedural.

Indexing (document details)
Advisor: Gamble, Brandon
Commitee: Hagans, Kristi, Morrison, James
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 51/05M(E), Masters Abstracts International
Subjects: Education, Educational psychology, Special education
Publication Number: 1522243
ISBN: 978-1-267-97738-0
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