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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.
Advisor: | Trent, Barbara |
Commitee: | |
School: | University of Phoenix |
School Location: | United States -- Arizona |
Source: | DAI-A 69/08, Dissertation Abstracts International |
Source Type: | DISSERTATION |
Subjects: | School administration, Special education, Teacher education |
Keywords: | Administration, Administrators, Asperger syndrome, Autism, Autism/Asperger's syndrome, Building teams, Inclusion, Relationships |
Publication Number: | 3327214 |
ISBN: | 978-0-549-79688-6 |