A Grounded Theory Study: Barriers and Expectations of Elementary Educators Who Teach Students with Autism

Autor/in	Muñoz, Abbie M.
Titel	A Grounded Theory Study: Barriers and Expectations of Elementary Educators Who Teach Students with Autism
Quelle	(2021), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Texas Rio Grande Valley
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2047-4998-6
Schlagwörter	Hochschulschrift; Dissertation; Barriers; Autism; Pervasive Developmental Disorders; Elementary School Teachers; Teaching Methods; Students with Disabilities; Grounded Theory; Teacher Attitudes; Expectation; Attitudes toward Disabilities; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Expectancy; Erwartung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This qualitative research study's purpose is to garner a better understanding of the barriers and expectations of general and special education elementary teachers when teaching students with autism. Pervious research indicates that school aged children being identified with Autism Spectrum Disorder has significantly increased (Evans, 2016). According to federal law (Individuals with Disabilities Education Improvement Act, 2004; No Child Left Behind, 2001) teachers are required to educate all students in their classroom including students with special needs. While several studies have been conducted on how to education and support students with autism in the classroom, few qualitative studies have been conducted from the educator's perspective. Through a grounded theory approach, the barriers and expectations of general and special education teachers allowed the participants to provide their own perspective and resulted in a better understanding of factors that influence teacher's view of students with autism. Additionally, these factors provide an introductory model of how to support teachers who instruct students with autism. [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	2024/1/01