A Phenomenological Study into the Perceptions of Special Education Teachers and Their Use of Visual Schedules

Autor/in	Wikierak, Linda J.
Titel	A Phenomenological Study into the Perceptions of Special Education Teachers and Their Use of Visual Schedules
Quelle	(2022), (167 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5453-5
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Students with Disabilities; Autism Spectrum Disorders; Self Contained Classrooms; Elementary School Teachers; Teacher Attitudes; School Schedules; Visual Aids; Self Efficacy; Training; Faculty Development; Evidence Based Practice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Schulzeiteinteilung; Anschauungsmaterial; Self-efficacy; Selbstwirksamkeit; Ausbildung
Abstract	This qualitative study included eight special education teachers all of whom work in self-contained classroom environments for student with autism. The study was conducted in two public elementary schools within one suburban school district. During data analysis five major themes identified as being important in gaining perspective into the perceptions of teachers' use of visual schedules in the classroom. These themes were: (a) teachers should implement visual schedules, (b) visual schedules are an effective support in the self-contained classroom for students with autism, (c) visual schedules are necessary in the self-contained classroom for students with autism, (d) training and teacher self-efficacy influence the practices used the self-contained classroom and (e) visual schedules impact behavior. Based on the research, the following conclusions were presented. It is necessary that visual schedules are used in self-contained classrooms for students with autism. According to the participants, visual schedules reduce the amount of anxiety a student feels during transitions because they provide consistency and routine in the classroom. The most surprising conclusion was that despite a lack of training and receiving minimal professional development from the district by which they are employed, all eight teachers felt they had the confidence to use this evidence-based practice to provide their students with the support they require. It is recommended that teachers are provided with the proper training on evidence-based practices for this specific educational environment and that training is provided across departments so that all staff members working with students who have autism use visual schedules. Furthermore, visual schedules need to continue to be implemented in the self-contained classroom for students with autism as it is an evidence-based practice specifically designed to meet the needs of this population. [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	2024/1/01