Abstract
Educators working with students with disabilities must have a basic working knowledge of various special education laws. Any disconnect between classroom or administrative responsibilities and understanding of the law can negatively impact services offered in the classroom. This study explores graduate students’ knowledge and perceptions of special education law, as measured by the Knowledge and Perceptions of Special Education Law (KAPSEL) survey. Results reveal that over 90% of participants reported a need for more training in special education legislation. Further, there was a statistically significant relationship between perceived knowledge in special education law and presented knowledge of the law. Recommendations discuss the importance of collaboration between teacher preparation programs and professional accreditation bodies in guiding educators’ practical expertise in special education law.
Published Version
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