Supporting Students with Autism: A Phenomenological Study of Teachers' Experience in PreK-2nd Grade Classrooms

Autor/in	Jennings-Samuels, Keisha
Titel	Supporting Students with Autism: A Phenomenological Study of Teachers' Experience in PreK-2nd Grade Classrooms
Quelle	(2023), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-4387-1
Schlagwörter	Hochschulschrift; Dissertation; Students with Disabilities; Autism Spectrum Disorders; Kindergarten; Grade 1; Grade 2; Primary Education; Early Childhood Teachers; Preschool Education; Regular and Special Education Relationship; Inclusion; Social Emotional Learning; Ability; Teacher Competencies; Teacher Attitudes; Administrator Role + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Inklusion; Fähigkeit; Fertigkeit; Lehrkunst; Lehrerverhalten
Abstract	This transcendental phenomenological study was aimed at understanding the preK-2nd grade general education teachers' lived experience when supporting students with an autism spectrum disorder in a general education classroom. In this study, the researcher explored and examined perceived support (and needed support) for general education teachers who worked with autistic students. The study focused on three key issues: social and emotional learning, cognitive dissonance, and the zone of proximal. Social and emotional learning in a school setting is centered on teachers teaching students how to identify their social and emotional learning abilities. However, research showed that 66% of teachers believed they were not adequately trained to handle their students' emotional well-being (Waajid et al., 2013). When viewed under a different lens, cognitive dissonance examined the interaction of general education teacher and their administrative team. Lastly, the zone of proximal was viewed to understand better general education teacher training in autism, social and emotional learning, and special education policies and laws. The research questions were: How do preK-2nd grade general education teachers' social and emotional learning influence their experience when working with students who have an autism spectrum disorder? How do preK-2nd grade general education teachers define their experience when seeking administrators' support when supporting students with an autism spectrum disorder? How do preK-2nd grade general education teachers describe their training in autism? How do preK-2nd grade general education teachers describe their understanding of special education policies? The study included seven participants; however, two participants did not meet criteria although they provided data that suggested the focus of the study could be helpful in various grade levels. [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