NotesFAQContact Us
Search Tips
ERIC Number: ED550328
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9408-6
Leadership Implications for Teaching Children with Autism Spectrum Disorders in the General Education Classroom
Precise, Natalie Louise
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Columbia
The purpose of this study was to gather information on experiences of regular education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). Three research questions were addressed in the study. The first research question identified experiences of regular education teachers in the areas of preservice preparation related to inclusion of student with ASD. The second research question identified professional development experiences of regular education teachers in the areas of teaching strategies and collaboration pertaining to inclusion of students with ASD. Finally, the third research question identified levels of efficacy experienced by regular education teachers in teaching students with ASD. Quantitative data were collected through the Autism Needs Assessment Survey-Revised (ANAS-R). Third, fourth, and fifth grade educators at Logan-Rogersville R-VIII School District in Southwest Missouri completed the survey. Qualitative data were collected on the ANAS-R through the use of open-ended questions as well as through two focus groups. By gathering quantitative and qualitative data, the intent of the study was to improve current professional development to increase the learning opportunities provided to students with ASD. The study found the participants had minimal experience in preservice preparation with a lack of background knowledge on ASD. Knowledge of teaching strategies and experiences in collaboration were also found to be few. Finally, teacher efficacy was measured through the perceptions of preparedness, confidence, and effectiveness in educating children with ASD. Participants felt low efficacy levels in these areas. An eagerness to increase training for educating children with ASD was widespread. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri