The purpose of this study is to reveal parent and educator perceptions of the inclusion setting for students with Autism Spectrum Disorder (ASD) at the public charter school of study. Due to the limited research available on parent and educator perceptions and the learning environments for students with ASD within public charter schools, a wide range of literature has been reviewed. This includes what public charter schools provide Students with Disabilities (SWD), how lawmakers and public perception play a role in parent and educator perspectives of learning environments for students with ASD, what experts deem best for students with ASD, and what parent and educator perspectives on learning environments for students with ASD have been found in previous research. The researcher conducted a qualitative study utilizing 10 in-depth interviews with parents and educators at one public charter school in California, which uses the inclusion model for SWD, to analyze their perspectives on the learning environments their children and students with ASD have at the school site of study.
","abstract_html":"<p>The purpose of this study is to reveal parent and educator perceptions of the inclusion setting for students with Autism Spectrum Disorder (ASD) at the public charter school of study. Due to the limited research available on parent and educator perceptions and the learning environments for students with ASD within public charter schools, a wide range of literature has been reviewed. This includes what public charter schools provide Students with Disabilities (SWD), how lawmakers and public perception play a role in parent and educator perspectives of learning environments for students with ASD, what experts deem best for students with ASD, and what parent and educator perspectives on learning environments for students with ASD have been found in previous research. The researcher conducted a qualitative study utilizing 10 in-depth interviews with parents and educators at one public charter school in California, which uses the inclusion model for SWD, to analyze their perspectives on the learning environments their children and students with ASD have at the school site of study.</p>","abstract_has_math":false,"creators":["Soria, Victoria Marie Starr"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Debra Polack, MA"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-12-01T08:00:00Z","date_published":"2012-12-01T08:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["Neurodevelopmental Disorders","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/109","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Debra Polack, MA"]},{"key":"dc:creator","label":"Author","values":["Soria, Victoria Marie Starr"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Neurodevelopmental Disorders","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/109"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to reveal parent and educator perceptions of the inclusion setting for students with Autism Spectrum Disorder (ASD) at the public charter school of study. Due to the limited research available on parent and educator perceptions and the learning environments for students with ASD within public charter schools, a wide range of literature has been reviewed. This includes what public charter schools provide Students with Disabilities (SWD), how lawmakers and public perception play a role in parent and educator perspectives of learning environments for students with ASD, what experts deem best for students with ASD, and what parent and educator perspectives on learning environments for students with ASD have been found in previous research. The researcher conducted a qualitative study utilizing 10 in-depth interviews with parents and educators at one public charter school in California, which uses the inclusion model for SWD, to analyze their perspectives on the learning environments their children and students with ASD have at the school site of study.
"]},{"key":"dc:title","label":"Title","values":["Parent and Educator Perspectives of ASD Learning Environments in Public Charter Schools: A Qualitative Study"]}]}],"canonical_facts":{"dc:contributor":["Debra Polack, MA"],"dc:creator":["Soria, Victoria Marie Starr"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["The purpose of this study is to reveal parent and educator perceptions of the inclusion setting for students with Autism Spectrum Disorder (ASD) at the public charter school of study. Due to the limited research available on parent and educator perceptions and the learning environments for students with ASD within public charter schools, a wide range of literature has been reviewed. This includes what public charter schools provide Students with Disabilities (SWD), how lawmakers and public perception play a role in parent and educator perspectives of learning environments for students with ASD, what experts deem best for students with ASD, and what parent and educator perspectives on learning environments for students with ASD have been found in previous research. The researcher conducted a qualitative study utilizing 10 in-depth interviews with parents and educators at one public charter school in California, which uses the inclusion model for SWD, to analyze their perspectives on the learning environments their children and students with ASD have at the school site of study.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/109"],"dc:subject":["Neurodevelopmental Disorders","Education"],"dc:title":["Parent and Educator Perspectives of ASD Learning Environments in Public Charter Schools: A Qualitative Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:28Z"}