Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2018
Committee Chair or Co-Chairs
Pamela Scott
Committee Members
Cecil Blankenship, John Boyd, Bill Flora
Abstract
Inclusion is considered the least restrictive environment for most students with disabilities. The purpose of this study was to examine teachers’ and administrators’ perceptions of inclusion in general education classrooms for students with autism. This included an examination of how schools determined placement for students with autism, the academic and social influences of placement in the general classroom, perceptions of teachers and administrators about inclusion for students with autism, teaching strategies that worked for students with autism in the general classroom, and the influence other students in the classroom have on students with autism. Participants in the study were from one county school system in Tennessee. All data were collected through in-depth analysis of interviews with teachers of students with autism. Results from this study may provide information to teachers and administrators which assists in supporting teachers and educational assistants in the general classroom with students who have autism, as well as increasing the positive effects of inclusion for students with autism in the general education classroom.
Document Type
Dissertation - unrestricted
Recommended Citation
Keener, Nancy, "Teacher Perceptions of Inclusion and Students with Autism" (2018). Electronic Theses and Dissertations. Paper 3497. https://dc.etsu.edu/etd/3497
Copyright
Copyright by the authors.