A Study of General Educators' Lived Experiences in the Inclusion of Elementary Students with Autism

Autor/in	Abner, Kindra D.
Titel	A Study of General Educators' Lived Experiences in the Inclusion of Elementary Students with Autism
Quelle	(2013), (115 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-7718-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Autism; Pervasive Developmental Disorders; Inclusion; General Education; Elementary School Teachers; Teaching Experience; Teacher Attitudes; Attitudes toward Disabilities; Qualitative Research; Rural Schools; Data Collection; Interviews; Observation; Educational Strategies; Instructional Effectiveness; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Data capture; Datensammlung; Interviewing; Interviewtechnik; Beobachtung; Lehrstrategie; Unterrichtserfolg
Abstract	With the increasing trend of inclusionary educational practices with students diagnosed with an Autism Spectrum Disorder, comes a need to determine the effectiveness of such placements. This purpose of this qualitative study was to explore the experiences and attitudes of general education teachers regarding the inclusion of students diagnosed with Autism Spectrum Disorders being served in their classrooms. The selected research design was the basic qualitative design, in which individuals are chosen because they had similar experiences that may be representative of others within the field (Lodico, Spaulding, & Voegtle, 2010, "Methods in Educational Research"). Participants were selected through a purposeful sampling procedure based on required experiences for the case, and a willingness to share and participate. The study yielded a sample size of 9 participants, all of whom were elementary general educators in a rural school in a South Atlantic state. Tools utilized for data collection included interviews and observations. The findings derived from the interviews and observations answered the following research question and subquestions: What instructional processes and strategies do elementary general education teachers use in working with children with Autism Spectrum Disorders in inclusive classrooms? Subquestion 1: What explanations do elementary general education teachers have for why some instructional processes and strategies work more effectively than others, in reference to children with Autism Spectrum Disorders in inclusive classrooms? Subquestion 2: What obstacles do elementary general education teachers experience in working with children with Autism Spectrum Disorders in inclusive classrooms? Findings extended the existing literature, and implicated a need for additional support personnel in the classroom and training for all stakeholders. [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