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Dissertation/Thesis Abstract

A Study of the Regular Educators' Preparedness to Educate Students with Autism Spectrum Disorder
by Rhodes, Tammy, Ed.D., Lindenwood University, 2015, 151; 10031819
Abstract (Summary)

This study’s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD.

Indexing (document details)
Advisor: Fransen, Shelly
Commitee: DeVore, Sherry, Gordon, Robyn
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/07(E), Dissertation Abstracts International
Subjects: Elementary education, Special education
Keywords: Autism spectrum disorder, Inclusion, Professional development
Publication Number: 10031819
ISBN: 978-1-339-53280-6
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