Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Heather Strafaccia

Keywords

Autism, ASD, Early Children Education, Inclusion, Special Education, Preschools, Professional developments, Trainings

Disciplines

Special Education and Teaching

Abstract

The purpose of this phenomenological study was to describe the experiences utilizing professional resources to aid in the early childhood education development of children diagnosed with autism spectrum disorder for teachers at charter schools in a large city in the mid-Atlantic region of the United States. The problem is that there are limited professional resources to reduce early childhood education teachers' ability to educate students diagnosed with autism spectrum disorder within the general classroom. One central research question and three sub-questions explored the purpose and problem of this study, which were guided by social cognitive theory. The central research question of this study was: How do early childhood education teachers describe their experiences utilizing supportive resources within the general classroom to aid in the academic development of children diagnosed with autism spectrum disorder? The study’s focus was examined through a hermeneutic phenomenological design using one-on-one interviews, a focus group, and observations. Following data collection, the transcription of teacher participant experiences was analyzed for themes and sub-themes to answer the study’s research questions. The study's findings concluded that special and general education teachers and paraprofessionals do not feel supported within the inclusion classroom. The lack of support is described through the perceptions of the lack of professional development and training available within the school. Specifically, veteran special education teachers felt that they were not aware of the latest resources and strategies to assist students with autism spectrum disorder.

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