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Dissertation/Thesis Abstract

High school general education English teachers' perception of IEP accommodations for students with Asperger Syndrome
by Krones, Mary Patricia, Ed.D., Illinois State University, 2016, 180; 10130854
Abstract (Summary)

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher’s perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; general education English teachers are committed not only to forming relationships with students with Asperger Syndrome, but often take it a step further, taking on the role of advocating for the student as well as encouraging the student to advocate for himself or herself; and general education English teachers are committed to doing what works for the student, regardless of what information can be found in the IEP document.

Indexing (document details)
Advisor: Weilbacher, Gary
Commitee: Brown, Ryan, Hatch, Douglas, Jones Bock, Stacey
School: Illinois State University
Department: Teaching and Learning
School Location: United States -- Illinois
Source: DAI-A 77/11(E), Dissertation Abstracts International
Subjects: Education, Special education, Secondary education
Keywords: Asperger syndrome, Autism, General education teacher, High school, Individualized education plan, Special education
Publication Number: 10130854
ISBN: 978-1-339-88680-0
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