Teacher Needs for Educating Children with Autism Spectrum Disorders in the General Education Classroom
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| Title: | Teacher Needs for Educating Children with Autism Spectrum Disorders in the General Education Classroom |
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| Language: | English |
| Authors: | Finch, Kim, Watson, Robert, MacGregor, Cynthia, Precise, Natalie |
| Source: | Journal of Special Education Apprenticeship. Dec 2013 2(2). |
| Availability: | Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Higher Education Postsecondary Education |
| Descriptors: | Autism, Pervasive Developmental Disorders, Elementary School Teachers, Needs, Grade 3, Grade 4, Grade 5, Teaching Experience, Regular and Special Education Relationship, Rural Schools, Case Studies, Inclusion, Teacher Surveys, Teacher Attitudes, Focus Groups, Disabilities, Educational Legislation, Equal Education, Federal Legislation, Needs Assessment, Preservice Teacher Education, Teaching Methods, Teacher Collaboration, Self Efficacy, Teacher Effectiveness |
| Geographic Terms: | Missouri |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act, No Child Left Behind Act 2001 |
| ISSN: | 2167-3454 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 51 |
| Entry Date: | 2017 |
| Accession Number: | EJ1127818 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 2167-3454 |
