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.
|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|
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