Date
4-29-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Amy Schechter
Keywords
Profound Autism, Severe Autism, Autism Spectrum Disorder, Virtual Learning Environments, Administrators, Education, Adaptive Learning, Universal Design for Learning
Disciplines
Educational Leadership
Recommended Citation
Allen, Shelli L., "Parents of Students with Severe Autism Studying in Virtual Learning Environments and Their Perceptions and Experiences Working with School Administrators: A Hermeneutic Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8270.
https://digitalcommons.liberty.edu/doctoral/8270
Abstract
The purpose of this hermeneutic phenomenological study is to understand parents’ lived experiences and perceptions of their interactions with school administrators in virtual learning environments. The study centers on the following research question: What are the experiences of parents of children with severe autism as they work with school administrators in virtual learning environments? The hermeneutical framework guiding this study is Vygotsky’s Constructivist Learning Theory, which helps us understand learning through interaction, collaboration, and cognitive apprenticeship, with a focus on instructional practices that prioritize students’ cognitive development. The phenomenological design is to help the researcher to examine parents’ lived experiences as they navigate virtual learning alongside their children with severe autism. I used multiple data collection methods, including interviews, surveys, and parent letters addressed to school administrators, to explore how parents experience support within the virtual school setting. I used triangulation, employing multiple data sources, to develop a comprehensive understanding of the phenomenon. Data analysis was used to follow a thematic approach and identify recurring patterns and shared meanings across participants’ experiences. Parents consistently described a heightened need for individualized support, clear communication, and responsive leadership from administrators. The data further indicated that when administrators demonstrated flexibility, empathy, and an understanding of the unique needs associated with severe autism and comorbid conditions, parents reported more positive educational experiences.
