The purpose of this study was to develop a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom. By determining what influences attitudes, the needs of elementary general education teachers can be established to make educated decisions, develop meaningful professional development activities, or enable teachers to self-reflect thus improving attitudes of elementary general education teachers toward inclusion of students with ASD.
The study was guided by the following phases: Phase One: (1) Reviewed current literature and conducted a discussion with a focus group to determine the overall construct, (2) wrote and modified an initial set of items, (3) consulted a panel of experts to certify that items measure the overall construct intended for content and construct validity, (4) conducted a think-aloud with individual teachers to ensure questions are being interpreted as intended, and (5) rewrote and revised as needed. Phase Two: Conducted an Exploratory Factor analysis in order to determine common factor structures. Phase Three: Conducted a pilot test to establish reliability in a test/re-test format. The findings indicate evidence of a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom.
|Advisor:||Williams, Mitchell R.|
|Commitee:||Dickson, Sandra, Lucado, Charles, McLaurin, Gayle|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Elementary education, Special education|
|Keywords:||Autism spectrum disorder, General education teachers, Inclusion, Reliability, Survey instrument, Test/retest|
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