EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Cecil Blankenship, Virginia Foley, Donald Good
The purpose of this quantitative study was to investigate general education teachers’ perceptions of being prepared to work with students identified with autism, grade level assignments, time concerns, and the presence of an ancillary attendant in their classrooms. Participants in this study were located in one city school system in North East Tennessee. All data were collected through an online survey distributed to 230 teachers, of whom 79 responded. Four research questions were analyzed, 3 with single sample t tests and 1 with a one-way ANOVA. Results indicated no statistical significance regarding grade level assignments and general education teachers’ perceptions of inclusion of students identified with autism. General education teachers who participated in this research indicated significant negative perceptions of feeling prepared to manage social issues, communication issues, and aggressive behaviors associated with autism as well as having adequate time to work with students identified with autism. Significant positive perceptions were indicated for the presence of an ancillary attendant in their classroom to assist with students identified with autism.
Dissertation - unrestricted
Hayes, Deborah B. Mrs., "Inclusion and Autism: General Education Teachers’ Perceptions" (2014). Electronic Theses and Dissertations. Paper 2323. https://dc.etsu.edu/etd/2323
Copyright by the authors.