School of Education
Doctor of Education in Curriculum & Instruction (EdD)
autism spectrum disorder, special education, assistive technology, interactive whiteboards
Curriculum and Instruction
Terrell, John P., "A Qualitative Descriptive Case Study of Special Education Teachers' Experiences Utilizing Interactive Whiteboards for Students with Autism Spectrum Disorder in Elementary Self-Contained Classrooms" (2023). Doctoral Dissertations and Projects. 4970.
The purpose of this qualitative descriptive case study was to describe the experiences of special education teachers who use Interactive Whiteboards (IWBs) to instruct students diagnosed with autism spectrum disorder (ASD) in elementary self-contained special education classrooms. The theoretical framework for this study includes the persuasive technology theory and the social learning theory. Ten special education teachers from two elementary schools in a suburb of north Georgia will be asked to participate in this study. Data collection included an individual interview, and participant letters, followed by a focus group. Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and development of themes. The methodology for this qualitative study followed the recommendation of Yin (2014) and has four stages: design the case study, conduct the case study, analyze the evidence, and develop the conclusion, recommendations, and implications.