Date of Award
Master of Science (MS)
Advanced Education Programs
The purpose of this study was to investigate the perceptions of special education teachers and personnel concerning their interactions with school psychologists. The subjects were chosen from a rural southwest Kansas educational cooperative. Demographic information was requested of all respondents. This information consisted of gender, years of experience in education, categorical area of exceptionality, e.g., learning disabilities, behavior disorders or area of responsibility, i.e., administration. The respondents, using a questionnaire made their choices by marking a Likert category demonstrating level of satisfaction for 14 statements. The results of this study provided two forms of information. Answers to the questions indicated that school psychologists, in general, should have at least two years of teaching experience preferably in a special education field; should provide useful information to parents, administrators, and teachers; and have an undergraduate degree in elementary or secondary education. Anecdotal information indicated contrary findings that respondents frequently suggest psychologists be more of a team member, spend more time talking to teachers and administrators, and explain test results in a manner to be understood by parents.
Copyright 1991 Cherie Nicholson
Nicholson, Cherie, "Perceptions by Special Education Personnel on the Training and the Effectiveness of School Psychologists" (1991). Master's Theses. 2292.