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Remedial and Special Education
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Educator and Administrator Perceptions of the Impact of No Child Left Behind on Special Populations

Kimberly J. Vannest

Texas A&M University

Lakshmi Mahadevan

Texas Cooperative Extension Agency

Benjamin A. Mason

Texas A&M University

Kimberly K. Temple-Harvey

Texas A&M University

No Child Left Behind (NCLB) seeks to address the inequality in schools and to correct achievement disparities prevalent in education, but little is known of NCLB's effect on students in special education. This study assesses the impact of NCLB on special education by asking educators, administrators, and staff who serve students in special education about their perceptions of the impact of NCLB for students with disabilities. Survey responses were received from 248 respondents across the state of Texas. Findings include positive perceptions of changes related to accountability, teacher qualifications, and evidence-based practices; negative perceptions related to assessment; and perceptions of no changes in relationships and communication with parents or freedom for states and communities.

Key Words: No Child Left Behind • accountability • policy • special education • teacher perceptions • highly qualified teachers

This version was published on May 1, 2009

Remedial and Special Education, Vol. 30, No. 3, 148-159 (2009)
DOI: 10.1177/0741932508315378
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