The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment

<p>This qualitative research study examines, explores, and describes teachers' perceptions towards high functioning autistic (ASD) students and its impact on the student's learning environment in suburban elementary school inclusion classrooms. Significant themes and subthemes emerged while analyzing the data. The emergent themes categorized were 1) enriching experiences, 2) classroom challenges, 3) preparedness and knowledge, 4) accommodations, and 5) needed supports. Based on the data I concluded that teachers perceived students with ASD to positively impact the learning environment their classroom. Participants reported that ASD students are challenging to work with due to their disruptive behaviors and lower level of functioning, which impacts the student’s academic capabilities. Shifts in teaching strategies and lesson plans were reported in order to best address the student’s ASD diagnosis. Participants also reported a lack of training and feeling underprepared on how to best meet the academic and social needs of ASD students. Recommendation for school systems and educators based on the findings are for schools districts to ensure the proper training programs for teachers surround ASD; implement better systems for utilizing a team approach when working with ASD students; and implement policy change surrounding teacher schedules when teaching a class with an ASD student in it.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2017

Author dc:creator

• Donati, Corleigh

Contributors dc:contributor

• Steven Moskowitz
• Tarae Waddell-Terry
• Nathalie Saltikoff

• Educational Leadership
• Elementary Education

Repository record dc:identifier

https://dune.une.edu/theses/104

OAI identifier oai:identifier

oai:dune.une.edu:theses-1103