A Study of Communications between Local Administrators of Special Education Programs and Other Professional and Non-Professional Personnel Responsible for Implementing the Special Education Program at the Local Level.

Overview & Synopsis

Analyzed was the effectiveness of communications practices used between a sample of 141 directors of special education in Tennessee and "involved others," which included 141 school board chairpersons, 141 superintendents, 48 other central office program directors, 48 principals, 48 regular education teachers, 48 special education teachers, 48 aides, and 48 parents. Questionnaires elicited perceptions concerning communication in special education programs and measured the extent of knowledge of special education laws, regulations, and best practices. Analysis of responses received from 78% of the first group and 53% of the second group produced the following findings: (1) both local special education directors and involved others identified face-to-face personal discussions as the preferred means of communicating special education information, followed by telephone discussions, then small group meetings; (2) teachers and principals also favored letters/memos, bulletins, and calendars as communication methods; (3) most of the involved others had little knowledge of special education laws, regulations, and best practices; (4) the central office program directors had the most knowledge; school board chairpersons and parents had the least; and (5) there was a significant relationship between the knowledge possessed by the involved others and communications effectiveness, attitudes, and levels of interaction. (Author/JDD)