Dissertation/Thesis Abstract

Relationships between attitudes of school-based administrators and inclusion practices of students with autism/Asperger's syndrome
by McKelvey, Diane McJury, Ed.D., University of Phoenix, 2008, 141; 3327214
Abstract (Summary)

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.

Indexing (document details)
Advisor: Trent, Barbara
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
Publication Number: 3327214
ISBN: 978-0-549-79688-6
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