Oklahoma special education administrators' perception of special education within their districts.

Abstract

The study examined the perception Oklahoma special education administrators have of the implementation of Least Restrictive Environment (LRE) within their school districts. All the districts in Oklahoma were included in the survey population. A survey was designed for this study. The survey was based upon three models of special education predicated upon LRE (inclusion, continuum of services, and unified). Demographics of the district special education administrators were included within the survey. Follow-up telephone interviews of a randomly selected sample of administrators were also made.

Comparisons of statements between and among models was made. A statistical comparison between district and administrator demographics and model choice was made. Demographics were also examined. Results from an analysis of demographic data indicated special education administrators were frequently part-time. More than half of the administrators were women.

Results, obtained from the survey indicated Oklahoma special education administrators did not consider their district to be following any one of the three identified models more closely than another. Interviews indicated students with mild disabilities were more likely to be educated in inclusive settings. However, students with more severe disabilities were usually in self contained classes.