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This study encompasses special education in selected Christian schools in Oklahoma. Its purpose was to discover how these schools incorporated special education, what obstacles they overcame to achieve it, and how they initiated implementation. The problem is that because Christian schools operate autonomously within the framework of associations such as the Association of Christian Schools International and others, a unified special education curriculum model does not exist for all Christian schools nationwide. Also, there is limited research on special education in Christian schools. The original literature examination found three dissertations that were examined concerning special education in Christian schools. The survey instrument was delivered to 31 Christian schools in Oklahoma and completed by 19 administrators and 14 teachers, detailing how special education was incorporated within their Christian Schools. Two hypotheses presented themselves. First, teachers and administrators generally have similar answers to the survey questions. Two, most special needs students could be accommodated or modified within the framework of the regular education classroom in Christian schools in Oklahoma. Both of those were affirmed.
Over 60% of the respondents in this study reported that special education students’ needs were met within the framework of the regular classroom with minimal need for modification or accommodation. Generally, teachers and administrators agreed that finances, teacher training, and space were the top three issues to be dealt with before Christian schools could incorporate special education. Teachers focused on the staffing issue in terms of more professional development and training on modifications and accommodations. On the other hand, administrators believed their primary issue with staffing was finding trained teachers to instruct special education students. Both agreed that money was needed to upgrade and increase resources for special needs students within their schools.