Date of Award
4-2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
In New York State, the inclusion of students with disabilities (SWD) in nonpublic schools is governed by individual institutional policies, as state legislation does not require standardized training or certification for nonpublic school educators (New York Education Law § 3204.2, n.d.). This mixed-methods study investigates how teachers’ special education (SPED) certification status and demographic characteristics influence their attitudes toward inclusion and self-efficacy in supporting SWD in urban nonpublic school settings. Findings reveal that SPEDcertified teachers consistently reported more positive attitudes toward inclusion and greater selfefficacy in areas such as instructional differentiation, classroom behavior management, and curricular adaptation compared to their non-certified counterparts .Nevertheless, participants across both groups expressed concerns about the overall effectiveness of inclusion ,underscoring the importance of systemic factors ,including professional development, staffing support, and institutional commitment. While demographic variables such as gender, age, and years of teaching experience were not statistically significant predictors of attitudes or self-efficacy , teachers with more than 10 years of experience reported enhanced confidence in instructional strategies and behavior management .Although SPED certification was associated with more favorable perceptions and higher self-efficacy ,the study concludes that certification alone is insufficient .Sustainable ,inclusive practices require ongoing professional development and robust school-level support to serve students in nonpublic school setting meaningfully.
Related Pillar(s)
Study
Recommended Citation
Christy, Chelsea, "Teacher Special Education Certification and Self-Efficacy to Address Students with Disabilities' Needs in an Inclusive Nonpublic School Setting" (2025). Theses & Dissertations. 220.
https://digitalcommons.molloy.edu/etd/220
