Education Commons^™

Autism Spectrum Disorder Policymaking In New Mexico: An Ethnographic Case Study, Elisheva H. Levin

Special Education ETDs

ABSTRACT

Understanding how ASD policy is made at the state level is important to the various institutional and individual stakeholders who make, apply, and are governed by it. Critical disability theory was applied to this qualitative study of ASD policymaking in New Mexico. This study examined how policymakers and stakeholders brought their identities, knowledge, values, and beliefs to policymaking in New Mexico. The study was guided by the question, “How is ASD policy in New Mexico constructed?” The research used the following methods: (a) individual interviews of policy stakeholders, (b) observations of public policy meetings, (c) document review. Six major …

Autism Spectrum Disorders (Asd): Knowledge, Teaching Skills, Preparation, And Needed Knowledge Of Saudi Arabian Special Educators To Meet The Needs Of Their Students With Asd, Suliman Saleh Alothaim

Special Education ETDs

The Saudi government pays much attention to improving the quality of teachers who teach students with disabilities, including those identified with ASD. The purpose of this study was to explore the beliefs and perceptions of teachers of students with ASD in Al Qassim about their knowledge, teaching skills, and preparation to teach students with ASD. This study addressed two questions. The first question was what teachers in Al Qassim believe they know about ASD and how to teach students with ASD. The second was what teachers of students with ASD believe they need to be successful teachers of students with …

Cooperating Teachers' Experiences Mentoring Preservice Teachers, David H. Lewis

Special Education ETDs

Abstract

Recent literature was reviewed to locate articles with perspectives and attitudes of cooperating teachers who work with preservice teachers at school sites in coordination with institutions that have teacher preparation programs in general and/or special education. The results showed an emphasis in reporting the external aspects of being a cooperating teacher such as the daily activities, and little was reported about the internal aspects of being a cooperating teacher such as personal experience and rationale for working a preservice teacher into a classroom. This led to the research question “What do cooperating teachers report as their experiences while mentoring …