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ERIC Number: ED563289
Record Type: Non-Journal
Publication Date: 2013
Pages: 198
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2000-6
ISSN: N/A
A Study of Students on the Autism Spectrum Transformation in a High School Transition Program
Moore-Gumora, Courteny
ProQuest LLC, Ed.D. Dissertation, California State University, East Bay
The dissertation explores as ethnography the transformative process of ten student in a program for students with Asperger Syndrome transitioning from high school to college located in an urban high school to include the extracurricular extension referred to as Ethos. The dissertation considers the experience in the context of specialized education, and the broader even contexts of curricular development and instruction concerning school reform and design. Fundamentally, the study intends to examine and explain the extent to which these students experience transformation during their transition to higher education in this progressive program. Embedded in the AsIP design are in-depth inquiry driven discussions and experiences to enhance interpersonal relationships, effective communication and higher level cognition. The exploration examines if the in-depth inquiry driven design does contribute to academic and lifelong learning, fundamentally improving students over-all self-perception, empowerment and actualization of life goals, which is the underpinning purpose of an exceptional education. The dissertation brings together the theoretical and empirical practices of traditional informative education, radical transformative theory and sustainable education reform. An analysis of learning disability and constructivist learning are used to elucidate the socio-complexity of historic academic constructs concerning educational leadership and social justice. This study is the beginning of a larger future exploration of alternative academic practices as transformative learning in radical school reform. This ontological perspective considers where in the realm of education does the student with ASD (specifically with Asperger Syndrome) exist. The study provides access to student experiences that drives discussion to ponder equity and power in education and society by removing historic constraints. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A