Education Commons^™

What Keeps Teachers Of Students With Autism Spectrum Disorder Teaching?, Kimberley Rodriguez

All NMU Master's Theses

Currently, staff shortages exist in all areas of education. In the field of special education, there are sub-groups of teachers and classrooms, each with unique challenges. This study explores the experiences of teachers of students with autism spectrum disorder (ASD) disability in order to identify important retention factors specific to them. In this qualitative, phenomenological study, the researcher conducted four, one-on-one interviews to discover the district-related factors shared by teachers of students with ASD when considering staying or leaving their current position. Interview responses were categorized into the four themes critical to teacher retention according to the four capital theory …

Examining The Shared Perceptions Surrounding The Most Important Elements To Include In The Design Of A Classroom-Based Therapeutic Visual Arts Program Serving Students With Autism, Laurie E. Hoppock

UNF Graduate Theses and Dissertations

Visual art is an enriching part of educational curriculum and an individual's development (Malley & Silverstein, 2014), but public school curriculum is increasingly focusing on standardization, core subject curriculum, testing, and accountability measures leaving creative fields behind as merely an additive part of education or a resource (Hourigan, 2014). Arts education within a system focusing on these areas creates a one-size-fits-all curriculum (Wexler, 2014) for students rather than accounting for individual student learning needs. A differentiated system is needed to respond to varying learning styles and stages of development. With the rising number of students being diagnosed with autism (Zablotsky, …

Public Relations Of Inclusion: A Critical Reframing Of Autism Inclusion With Professors Of Teacher Candidates, Jessica Block Nerren

Electronic Theses, Projects, and Dissertations

There is a problem when inclusion is broken in our communities and in our schools while preliminary teachers call out for more preparation for Autism Spectrum Disorder (ASD) inclusion in their credential programs (Bryant, 2018; Busby et al., 2012; Finch et al., 2013; Loiacono & Valenti, 2010; Morgan, 2015; Robertson et al., 2003; Walters, 2012). The purpose of this study is to explore the framing of ASD inclusion by professors of multiple and single subject preliminary teacher candidates. At this stage in the research, the framing of inclusion is defined as a pre-conscious sensemaking of inclusion for individuals with ASD …

How Do General Education Teachers Feel Prepared To Teach Individuals With Autism In The Classroom, Colin Valley

Leadership Education Capstones

This paper will deal with ways general education teachers can better serve individuals with autism in their classroom. This can be accomplished in many ways, and these ways will be discussed throughout. Research for this topic has been done in many different ways but overall, the root of how general education teachers feel about having individuals with autism in their classroom has not (Jones, A. P., & Frederickson, N. 2010). Throughout his study, the researcher will find ways to make general education teachers k-12 feel more prepared to teach individuals with autism in the general education classroom.

Factors Influencing The Retention Of Teachers In Private Schools Serving Students With Autism, Leah M. Farinola

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this sequential mixed-methods study was to explore the factors associated with teacher retention in New Jersey private schools serving children with autism. This study explored the most influential variables in teacher retention within school administrators' scope of control. The research design consisted of two phases, with the first phase guiding the second. The first phase was quantitative and included collecting and analyzing data through teacher responses from an online survey. Survey data were subjected to descriptive statistical analysis. This analysis led to the creation and review of the interview questions utilized in the second phase. The second …

Staff Development For Direct Support Professionals: Perspectives On The Usefulness Of A Literacy-Based Social Skill Strategy, Pattiann Laveglia

Theses and Dissertations

The purpose of this qualitative phenomenological study was to discover Direct Support Professionals’ (DSPs) perceptions of a staff development session for creating a literacy-based social skills strategy known as social stories or story-based instruction. The participants in this study were six DSPs employed by a non-profit agency in the Mid-Hudson Region of New York State which provides community-based residential services to children and adults with autism and other developmental disabilities. Three data collection methods were used in this study: a questionnaire, written reflections, and two in-depth interviews. This study was guided by four research questions exploring the perceived self-efficacy of …

Creating An Inclusive Climate For Students On The Autism Spectrum, Stephanie Christine Holmes

Electronic Theses and Dissertations

The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, which often includes the Individualized Education Plan (IEP) eligibility process itself, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, …

The Lived Experience Of Students With Autism Spectrum Disorder Transitioning From High School To A Liberal Arts College, Joseph D. Bishop

Dissertations

Students with Autism Spectrum Disorder (ASD) are transitioning into colleges and universities at a growing rate. All types of post-secondary institutions are seeing this influx, yet some are ill prepared to assist students with ASD, especially within the transition process. There is a gap in the research focusing on students with ASD within liberal art colleges. The purpose of this study is to understand the lived experience of students with ASD as they transition from high school to a small liberal arts college.

My research uses a phenomenological approach in order to develop descriptive themes. I interviewed seven students who …

The Lived Experiences Of Students With High Functioning Autism In Higher Education, Aida G. Miles

All Electronic Theses and Dissertations

A growing number of students with high functioning autism (HFA) are entering higher education; this number is expected to grow as the prevalence of autism continues to rise. Students with HFA face many challenges when entering higher education. These challenges produce an environment that impedes student success and potential degree completion. This study explored the lived experiences of 17 participants with HFA who were enrolled in private colleges and universities in a metropolitan area of the Midwest. Although disability services offices are mandated to provide accommodations to students with disabilities, some of the challenges faced by participants were not supported …

Public School Principals’ Attitudes Regarding The Classroom Participation Of Students With Autism Who Exhibit Challenging Behavior, Taryn G. Traylor

Theses and Dissertations

Students with autism spectrum disorder (ASD) present challenges for principals supervising both general and special education teachers. Evidence-based practices designed to address the challenging behavior and academic needs of this population exists, but there are numerous contextual factors that affect the ability of principals to effectively assist their teachers in implementation. The purpose of this research was to examine the relationship between principal leader’s demographic characteristics, the influence of contextual factors, and leadership attitudes that affect their development and priorities for their schools. The implementation science framework and collective impact theory was investigated as a conceptual framework to analyze these …

Exploring Patterns In Due Process Hearing Decisions Regarding The Usage Of One-On-One Inclusion Aides For Students With Disabilities, Joel K. Perkins

Theses and Dissertations

This study reviews due process hearing decisions from the years 2014 and 2015. This is primarily a legal analysis, specifically looking at legal and regulatory patterns regarding the provision of one-on-one special education aides for students with disabilities in general education settings. Our findings from the due process hearing decisions reveal that one-on-one aides for students with a wide variety of disabilities are being provided with greater frequency than we anticipated and that, specifically, behavioral aides are being provided for students with autism. Decisions of disabilities such as hearing impairment have higher provision rates, while other disabilities like autism and …

An Analysis Of Due Process Hearings Involving Students With Significant Disabilities In Their Least Restrictive Environment, Wendy Seiter Nichol

Theses and Dissertations

This research analyzed all available hearings from 2013 to 2015 in a national database of due process hearings regarding placement issues and determinations of the least restrictive environment for individual students with significant disabilities. The main research question was whether parents/guardians and due process hearing officers sought placements for these children with significant disabilities that considered creatively and holistically a range of options rather than just a dialogue between already extant possible programmatic offerings. The research resulted in a description and taxonomy of the types of issues and factors arising in the hearings for students with significant disabilities from 2013 …