Leadership implications for teaching children with autism spectrum disorders in the general education classroom

Title from PDF of title page (University of Missouri--Columbia, viewed on October 30, 2012).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Ed. D. University of Missouri--Columbia 2012."July 2012"The purpose of this study was to gather information on experiences of regular education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). Three research questions were addressed in the study. The first research question identified experiences of regular education teachers in the areas of preservice preparation related to inclusion of student with ASD. The second research question identified professional development experiences of regular education teachers in the areas of teaching strategies and collaboration pertaining to inclusion of students with ASD. Finally, the third research question identified levels of efficacy experienced by regular education teachers in teaching students with ASD. Quantitative data were collected through the Autism Needs Assessment Survey-Revised (ANAS-R). Third, fourth, and fifth grade educators at Logan-Rogersville R-VIII School District in Southwest Missouri completed the survey. The study found the participants had minimal experience in preservice preparation with a lack of background knowledge on ASD. Knowledge of teaching strategies and experiences in collaboration were also found to be few. Finally, teacher efficacy was measured through the perceptions of preparedness, confidence, and effectiveness in educating children with ASD. Participants felt low efficacy levels in these areas. An eagerness to increase training for educating children with ASD was widespread

Professional Development Needs for General Education Teachers to Educate Children with Autism Spectrum Disorders

The purpose of this study was to identify areas in which educational leadership could aid in preparing general education teachers to educate children with Autism Spectrum Disorders (ASD). A needs assessment was conducted through a case study in a rural Missouri school district to identify the level of efficacy noted by teachers of various experience levels. Pre-service preparation and provided professional development were examined to identify ways in which educational leaders could further the knowledge base and effectiveness of general education teachers to teach students with ASD

Teacher Needs for Educating Children with Autism Spectrum Disorders in the General Education Classroom

The purpose of this study was to gather information on experiences of general education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). In this case study third, fourth, and fifth grade general education teachers in a rural Southwest Missouri school district provided the data source to keep a narrowed focus on the needs of education teachers for inclusion. The sample accounted for 16 elementary education teachers. Surveys were sent to all third, fourth, and fifth grade general education teachers in the district. Perceptions of general education teachers on proper inclusion training were identified as necessary for the study; comprehensive sampling was utilized as all third, fourth, and fifth grade general education teachers had the opportunity to participate. The surveyed group of teachers had the opportunity to participate in focus groups with their same grade level peers to further elaborate on their experiences. The focus group questions were open-ended and conducted by the researcher. The study found the participants had minimal experience in preservice preparation with minor background knowledge on ASD. Limited knowledge of teaching strategies and experiences in collaboration were also noted. Finally, teacher efficacy was measured through the perceptions of preparedness, confidence, and effectiveness in educating children with ASD. Participants felt low efficacy levels in these areas. An eagerness to increase training for educating children with ASD was widespread