A correlational study of selected New Jersey's nonpublic school leaders' knowledge of special education laws and policies, 2024

Item — Call Number: MU Thesis Itw

Identifier: b7931989

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2024

Creator

Itwaru, Nandieta D. (1980- ) (Author, Person)
Carley-Rizzuto, Kerry (Thesis advisor, Person)
Haspel, Mary (Thesis advisor, Person)
Morales, Wendy (1975- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 92 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Access to public funds aiding parentally placed nonpublic school students with special needs, is fundamental to creating comprehensive programs and providing services when free appropriate public education (FAPE) is not an issue. This correlational study sought to assess nonpublic school leaders' knowledge and awareness of the Individuals with Disabilities Education Act Part B (IDEA) and New Jersey’s Chapter 192/193 Auxiliary and Remedial policies. The study looked at factors that influenced nonpublic school leaders' knowledge of special education laws and policies, and sought to identify factors that influenced knowledge such as special education certification, special education courses taken, professional development training, years of experience as administrators and enrollment of students with special needs.

The study included 55 participants encapsulating preschool to grade 12 nonpublic schools located in Monmouth, Ocean, and Atlantic counties in New Jersey. The knowledge of IDEA Part B and New Jersey’s Auxiliary and Remedial Chapter 192/193 was assessed through a researcher-developed survey. Twenty-five participants completed the survey instrument. A Pearson correlation coefficient was computed to assess the relationship between overall knowledge scores and nonpublic school leaders with a special education certification, professional development training, special education courses taken, years of experience as an administrator and student enrollment. The analysis revealed a statistically significant positive correlation between overall knowledge scores and formal training on IDEA Part B. Likewise, the correlation between overall knowledge on New Jersey’s Chapter 192/193 and formal training revealed a moderately positive correlation. In practical terms, this result implies that formal training in New Jersey’s Chapter 192/193 Auxiliary and Remedial Services is associated with a higher overall knowledge score, which could suggest that such training has a positive impact on knowledge in this area. The Pearson correlation calculated on special education coursework yielded a positive but weak correlation, suggesting that there is a very slight positive relationship between the number of special education courses and the overall knowledge score for the section. Other factors like special education certification, years of experience and special education student enrollment showed no significant correlation towards overall knowledge scores.

Keywords: IDEA-B, New Jersey’s Auxiliary and Remedial Services Chapter 192/193, Nonpublic, Child Find, Education for All Handicapped Children (EHA), Knowledge of IDEA, Individual Service Plan.

Partial Contents

Abstract -- List of figures -- List of tables -- 1. Introduction -- 2. Review of literature -- 3. Methodology -- 4. Findings -- 5. Results, implications, discussion and recommendations -- References.