SCHOOL PSYCHOLOGISTS’ KNOWLEDGE OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT

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.