A Study of the Regular Educators' Preparedness to Educate Students with Autism Spectrum Disorder

Autor/in	Rhodes, Tammy
Titel	A Study of the Regular Educators' Preparedness to Educate Students with Autism Spectrum Disorder
Quelle	(2015), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-3280-6
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Elementary School Teachers; Knowledge Level; Evidence Based Practice; Student Needs; Inclusion; Educational Practices; Teaching Methods; Observation; Student Behavior; Attention; Administrator Role; Teacher Collaboration; Teacher Competencies; Communication Skills; Interpersonal Competence; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Inklusion; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Student behaviour; Schülerverhalten; Aufmerksamkeit; Lehrerkooperation; Lehrkunst; Kommunikationsstil; Interpersonale Kompetenz
Abstract	This study's focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01