Date of Award

8-4-2015

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Kelli Paquette, Ed.D.

Second Advisor

Joseph Marcoline, D.Ed.

Third Advisor

Susan M. Sibert, D.Ed.

Abstract

With the increasing number of children being diagnosed with autism and the influx of these students in the public school system, the percentage of students receiving services will continue to multiply over the next several years. As a result, public education must be prepared to properly execute intervention strategies by using effective inclusion models to incorporate appropriate accommodations and placements for elementary-aged children with autism. The purpose of this qualitative study was to examine the perspectives of elementary teachers on the implementation of intervention strategies in inclusive settings with elementary-aged children with autism and to determine how those strategies and effective treatment plans could assist with developmental delays in the areas of communication, socialization, and repetitive behaviors. After evaluating the data, recommendations were made to administrators, general education teachers, and parents of children with autism. Based on the feedback received from the eight highly qualified teachers, the recommendations included methods to improve the implementation of intervention strategies for children with autism in the school, home, and community. Their suggestions support the ideas which were guided by Phillip Strain’s LEAP Inclusion Model, Albert Bandura’s Social Learning Theory, and Lynne Cook’s version of the Co-Teaching Models between general and special education teachers. The results from this study demonstrated there are fundamental strategies and best practices that are important and can be implemented to allow children with autism to be successful, there needs to be more formal training and instruction for general education teachers on intervention strategies and inclusionary and co-teaching practices, there is a strong belief that children with autism can learn a substantial amount through inclusion with their typical peers, and there is significant commitment on behalf of support teachers to implement new strategies, interventions, and supports for their students with autism.

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