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Dissertation/Thesis Abstract

Teacher Perspectives of Inclusion for Students with Autism: an Interpretative Phenomenological Analysis Study
by Becerra-Murillo, Karina, Ed.D., American College of Education, 2020, 133; 28257877
Abstract (Summary)

Historically, students with a disability have been educated in separate settings away from nondisabled peers. Inclusive education practices break barriers for students with a disability by allowing students with autism spectrum disorder (ASD) access to a general education classroom alongside nondisabled peers. The study was necessary to address the gap between inclusive practices and existing educational practices for students with ASD. A need to conduct this study existed to examine general education teacher perceptions of inclusive practices and develop a professional development plan to support general education teachers. The theoretical framework utilized in this research study was transformational leadership and growth mindset. The research questions centered on general education teachers’ perceptions of inclusive practices for students with ASD. The data collection tool used to explore teacher perceptions on inclusive practices was an open-ended questionnaire answered through an interview. Fifteen general education teachers from a California school district participated in the research study. Data collected from this study provided a model for how teachers and school personnel may address professional development needs and improve the educational outcomes of students with a disability in an inclusive educational setting.

Indexing (document details)
Advisor: Evans, Amanda M
Commitee: Avella, John
School: American College of Education
Department: Education
School Location: United States -- Indiana
Source: DAI-A 82/6(E), Dissertation Abstracts International
Subjects: Education, Special education, Disability studies
Keywords: Autism, General Education, Inclusion, Inclusive Practices, Mainstreaming, Special Education
Publication Number: 28257877
ISBN: 9798557014007
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