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General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom

Stidham, Kelley M.
http://orcid.org/0000-0003-0893-8012
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437420783

Abstract Details

2015, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Due to the increasing prevalence rates of individuals diagnosed with autism spectrum disorder (Centers for Disease Control and Prevention, 2014) and increasing inclusion rates reported by the state of Ohio (Ohio Department of Education, 2012), general education teachers are increasingly called on to provide support in the classroom for these students. Thus, it is important to understand teachers’ perceptions of these experiences. Previous research indicates that teachers hold favorable perceptions regarding the inclusion of students with autism in the classroom (Robertson, Chamberlain, & Kasari, 2003); however, few studies have examined the relationship between these perceptions and teachers’ previous training and education on autism or their experiences educating students with Autism Spectrum Disorder (ASD) in an inclusive classroom. Through a web-based survey, 108 general education teachers from Ohio reported on their backgrounds, and responded to statements about their perception of educating students with an ASD in an inclusive classroom. Results indicated general education teachers had somewhat favorable perceptions in educating students with an ASD in an inclusive classroom. There was no significant relationship between a teacher’s perceptions and the teacher’s training or education on autism, or previous experiences educating students with an ASD in an inclusive classroom. However, general education teachers reported their pre-service training on autism as insufficient; they also reported rarely taking part in employment-based trainings regarding autism. General education teachers reported a desire to gain better understanding of characteristics of ASD, evidence-based behavioral interventions, and teaching strategies for students with ASD. Schools should aim to address these concerns, and school psychologists are in an effective position to carry out such trainings.
Elana Bernstein, Dr. (Committee Chair)
Education; Educational Psychology; Special Education
autism; teacher perceptions; general education; school psychology; autism spectrum disorder; inclusion;

Recommended Citations

Citations

  • Stidham, K. M. (2015). General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437420783

    APA Style (7th edition)

  • Stidham, Kelley. General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom. 2015. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437420783.

    MLA Style (8th edition)

  • Stidham, Kelley. "General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom." Electronic thesis or dissertation, University of Dayton, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437420783

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Dayton and OhioLINK.