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 - Open Access

Copyright

Copyright by the authors.

Share

COinS