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High functioning students with autis...

McKinney, Margaret A.

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High functioning students with autism and effective reading comprehension instruction: An examination of general education teacher attitudes, perceptions and practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High functioning students with autism and effective reading comprehension instruction: An examination of general education teacher attitudes, perceptions and practices./
作者:	McKinney, Margaret A.
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663419
ISBN:	9781321926491

High functioning students with autism and effective reading comprehension instruction: An examination of general education teacher attitudes, perceptions and practices.
McKinney, Margaret A.

High functioning students with autism and effective reading comprehension instruction: An examination of general education teacher attitudes, perceptions and practices. - 160 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Sam Houston State University, 2015.

According to the Centers for Disease Control, the number of students diagnosed with Autism Spectrum Disorder (ASD) is rising. One in 68 children is now diagnosed with ASD (Centers for Disease Control and Prevention Morbidity and Mortality Weekly Report, 2014). Burgeoning public awareness of the disorder has contributed to earlier diagnosis and intervention, which will likely result in more students with ASD being educated within general education classrooms alongside their typically developing peers. Special education teachers typically receive training with respect to ASD, but what is less well known is what knowledge, beliefs, and perceptions inform the instructional practices of the general education teachers in whose classrooms these students are placed. The research questions guiding this study examined regular education teacher attitudes and perceptions regarding teaching reading comprehension to students with ASD, and observations were conducted of the instructional practices to promote successful reading comprehension for their students with ASD. A qualitative approach utilizing grounded theory was used in order to understand the general educators working with students with ASD. Teacher interview data were transcribed and classroom observations audiotaped. Analysis of these data revealed that teacher beliefs and practices fell under four major themes: Training, Professional Development and Experience; Public School Logistics; the ASD Learner as a Known vs. Unknown vs. Misinformed; and Personal Beliefs and Pedagogy. The purpose of this study was to gain information on general education teachers' experiences with learners with ASD, as well as to examine general education teachers' attitudes and perceptions regarding effective reading comprehension instruction. Teacher trainers, school districts, and preservice teacher programs can benefit from a better understanding of what general educators know and are currently doing in classrooms in order to align their curriculum and/or professional development with existing knowledge of effective practices for learners with ASD.

ISBN: 9781321926491Subjects--Topical Terms:

516693
Special education.

High functioning students with autism and effective reading comprehension instruction: An examination of general education teacher attitudes, perceptions and practices.
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