A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS

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dc.contributor.advisorBrandes, Joycce A
dc.creatorBaghdayan, Annie Torossian
dc.date.accessioned2019-04-27T21:25:51Z
dc.date.available2019-04-27T21:25:51Z
dc.date.issued2012
dc.description.abstractThe practice of inclusion, even the term itself, has been the subject of controversy over the last several decades. "Inclusion" has many interpretations, depending upon the student, educator, and setting. In my dissertation, I sought to find answers from parents and educators' regarding their perceptions on including young children (4-7) with high functioning autism in general education settings through their unique experiences. This qualitative study aimed to describe the successes, challenges, differences, and commonalities of each case using multiple-case study design. Purposive sampling was used to identify participants. Data were collected through semi-structured interviews with the parents of young children with HFA and their educators (general and special education teachers). A cross-case analysis method was used to analyze the data. Data were confirmed using methods of triangulation, respondent validation and member checking.
dc.description.abstractThe results of the study indicated that parents and educators had more commonalities than differences. Four major themes emerged from the parents' perceptions: (1) social gain, (2) supportive team and classroom environment, (3) quality of services and interaction with peers, and (4) services. Another four themes emerged from the educators' perceptions: (1) educators' preparedness and willingness to include children with ASD in the general education classrooms, (2) children's gains in social interactions, (3) peer awareness/acceptance, and (4) administrative/school support.
dc.description.abstractParents and educators shared similar goals for their children and students with ASD. However, their shared experiences suggested their interactions often involved conflict. Results of this research study can be utilized by parents, educators, school administrators, and institutions for higher education to create professional development programs that focus on collaboration, partnership, and strategies for inclusive practice. Implications for practice and recommendations for future research are presented.
dc.format.extent245 pages
dc.format.mediumapplication.pdf
dc.identifier99187799702042
dc.identifier.urihttps://hdl.handle.net/11244/318669
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectChildren with autism spectrum disorders--Education (Primary)--Case studies
dc.subjectChildren with autism spectrum disorders--Education (Primary)--Public opinion--Case studies
dc.subjectInclusive education--Case studies
dc.subjectInclusive education--Public opinion--Case studies
dc.subjectA
dc.thesis.degreePh.D.
dc.titleA STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS
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dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology

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