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Self-contained autism support classr...

Griffith, Susan E.

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Self-contained autism support classrooms: Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-contained autism support classrooms: Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts./
Author:	Griffith, Susan E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10241333
ISBN:	9781369375145

Self-contained autism support classrooms: Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
Griffith, Susan E.

Self-contained autism support classrooms: Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 159 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--Indiana University of Pennsylvania, 2016.

The topic of this study is parent and teacher perceptions of autism support classrooms in three public western Pennsylvanian school districts. Research questions were: (1) How do parents and teachers perceive working together to ensure successful academic programming for a student with autism? (2) What factors do parents and teachers perceive to be important when deciding on appropriate academic placements? (3) What supports are provided to teachers and parents in an attempt to enhance the academic programming for students? (4) How do parents and teachers perceive the unique needs of students with autism are met through autism support classrooms?

ISBN: 9781369375145Subjects--Topical Terms:

516693
Special education.

Self-contained autism support classrooms: Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
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245 1 0 $a Self-contained autism support classrooms: Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Valeri R. Helterbran.
502 $a Thesis (Ed.D.)--Indiana University of Pennsylvania, 2016.
520 $a The topic of this study is parent and teacher perceptions of autism support classrooms in three public western Pennsylvanian school districts. Research questions were: (1) How do parents and teachers perceive working together to ensure successful academic programming for a student with autism? (2) What factors do parents and teachers perceive to be important when deciding on appropriate academic placements? (3) What supports are provided to teachers and parents in an attempt to enhance the academic programming for students? (4) How do parents and teachers perceive the unique needs of students with autism are met through autism support classrooms?
520 $a Participants were both parents and teachers associated with identified autism support classrooms. Each participant was interviewed on their perception of the quality of the special education program. Results showed parents and teachers to have an overall positive perception of the quality of programming for students, with identified areas that were perceived to need improvement. Recommendations for improvement include: (1) providing an orientation to parents specific to special education documents, (2) conducting parent intake interviews, (3) investing in current, research-based curriculum, and (4) working for increased inclusivity. Data were analyzed using derived themes throughout interviews, student Individualized Education Plans, and demographic information.
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