Inclusion of students with autism/Asperger’s syndrome (AAS) has been a difficult task for administrators. This quantitative study used a correlational design to identify and measured the attitudes of school-based administrators at the secondary level in relation to inclusion of students with AAS in Maryland, New York, Texas, and Wisconsin. Seventy five school-based administrators completed the Autism Attitude Inclusion Survey. Data were collected and analyzed using descriptive and inferential statistics. The results conclude there is a negative attitude toward the inclusion of students with AAS. More authentic training and support is needed to ensure school-based administrators develop a positive attitude toward inclusion of students with AAS. Further investigations are needed to refine the reasons for the negative attitude toward these students.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Subjects:||School administration, Special education, Teacher education|
|Keywords:||Administration, Administrators, Asperger syndrome, Autism, Autism/Asperger's syndrome, Building teams, Inclusion, Relationships|
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