Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Lucinda Spaulding

Keywords

females, autism spectrum disorder, K-12, autism education

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this phenomenological study was to understand the K-12 educational experiences of females with autism spectrum disorder (ASD). The theory guiding this study is Bandura’s social cognitive theory, as it states that people are the operators of their lives, and not passive entities within their environment. However, individuals with ASD often have difficulties with social communication, communication interaction, and restricted, repetitive behaviors, which impact their ability to regulate themselves in various environments. The study used transcendental phenomenology to understand the K-12 educational experiences of females with ASD. A total of 10 participants were used. The participants and their experiences were the most significant aspect of this study, which was why the setting focused more on them than a location. Participants were recruited from anywhere in the United States, with a hope of being near southwestern Pennsylvania to allow for face-to-face individual interviews. The primary method of data collection was individual interviews. Questionnaires and responses to journal prompts were additional methods of data collection. Data was analyzed following the steps outlined by Moustakas (1994). The study revealed participants had feelings of relief upon receiving their diagnosis, they struggled with social interactions, and relationships were both a positive and negative impact on their experiences.

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