A Study on Parents' and Educators' Perception on Including Young Children with High-Functioning Autism in General Education Settings

Autor/in	Baghdayan, Annie T.
Titel	A Study on Parents' and Educators' Perception on Including Young Children with High-Functioning Autism in General Education Settings
Quelle	(2012), (246 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Oklahoma
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-0873-5
Schlagwörter	Hochschulschrift; Dissertation; Inclusion; Parent Attitudes; Teacher Attitudes; Young Children; Autism; Regular and Special Education Relationship; Qualitative Research; Case Studies; Semi Structured Interviews; Statistical Analysis; Social Development; Teamwork; Classroom Environment; Interaction; Peer Relationship; Student Personnel Services + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Elternverhalten; Lehrerverhalten; Frühe Kindheit; Autismus; Qualitative Forschung; Case study; Fallstudie; Case Study; Statistische Analyse; Soziale Entwicklung; Klassenklima; Unterrichtsklima; Interaktion; Peer-Beziehungen
Abstract	The 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. The 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. Parents 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. [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