Page 40 - 2022_Jour_89-1

Table 1

Educational Characteristics of Participants

n %

Educational Program Enrolled
Educational Leadership 10 33%
Special Education Administration 8 26%
Special Education Director 12 40%
Current Educational Position
General Education Teacher 4 14%
Special Education Teacher 11 37%
School Administrator 4 14%
Special Education Administrator 8 26%
Intervention Specialist 1 3%
Related Services Provider 1 3%
Technical Assistance Provider 1 3%

Note. Respondents n = 30

Table 2 details the school sizes and types in which participants were employed
when they submitted their responses to the questionnaire. Most participants were
employed in large or very large public-school settings. Large and very large schools
provided more resources, access to Internet connectivity, and larger staff pools than
did smaller districts with sparser population centers and a lower tax base for funding
schools.
Table 2

Sizes and Types of Schools in Which Participants Were Employed

n %
Size of School
Small (fewer than 100 students) 4 14%
Medium (100–400 students) 7 24%
Large (400–1000 students) 8 26%
Very large (more than 1000 students) 11 37%
Type of school
Public 16 53%
Charter 5 17%
BOCES 5 17%
Private 4 14%

Notes. Respondents n = 30. BOCES is Boards of Cooperative Educational Services, which provide shared educational
services in the state.

38 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators