A Study of Teachers' Challenges in the Inclusion of Middle and High School Students with Autism

Autor/in	Goodrow, Marcie
Titel	A Study of Teachers' Challenges in the Inclusion of Middle and High School Students with Autism
Quelle	(2016), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-3533-9
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; Middle School Teachers; High Schools; High School Students; Autism; Inclusion; General Education; Regular and Special Education Relationship; Best Practices; Rural Schools; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Autismus; Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Middle and high school general education teachers in the school district in this bounded case study were facing challenges with meeting the needs of students who have autism in the current inclusion program. The purpose of this study was to understand teachers' challenges with components of the inclusion program and serving students with autism in the general education classroom. The conceptual framework was Villa and Thousand's 5 system-level best practices for successful inclusive education. A purposeful sampling procedure was used to select 4 general education teachers who were teaching autistic students in an inclusive setting; this sample included 2 middle school level and 2 high school level teachers from 2 schools in the small rural district. The data collected through classroom observations and semi structured interviews were coded based on Villa and Thousand's best practices of leadership, redefined roles, collaboration, adult support, and promotion as each related to inclusion of autistic students. Results were used to identify challenges teachers were facing that prevented the 5 system-level best practices from being implemented. Key challenges were collaboration between general and special education teachers and lack of professional development for all teachers on inclusion. Findings were used to provide recommendations for how to address challenges in middle and high school inclusion programs and for conducting future studies in different settings. The results of this study could be used by school leaders and other stakeholders to make informed decisions about system level implementation of inclusion program components and for enhancing the learning of students who have autism in the inclusive setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01