國立虎尾科技大學 |

Self-contained autism support classrooms : = Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Self-contained autism support classrooms :/
其他題名:	Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
作者:	Griffith, Susan E.
面頁冊數:	1 online resource (159 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369375145

Self-contained autism support classrooms : = Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
Griffith, Susan E.

Self-contained autism support classrooms :Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts. - 1 online resource (159 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--Indiana University of Pennsylvania, 2016.

Includes bibliographical references

The topic of this study is parent and teacher perceptions of autism support classrooms in three public western Pennsylvanian school districts. Research questions were: (1) How do parents and teachers perceive working together to ensure successful academic programming for a student with autism? (2) What factors do parents and teachers perceive to be important when deciding on appropriate academic placements? (3) What supports are provided to teachers and parents in an attempt to enhance the academic programming for students? (4) How do parents and teachers perceive the unique needs of students with autism are met through autism support classrooms?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369375145Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Self-contained autism support classrooms : = Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
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245 1 0 $a Self-contained autism support classrooms : $b Identifying perceptions of strengths and areas in need of improvement in three public western Pennsylvanian districts.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Valeri R. Helterbran.
502 $a Thesis (Ed.D.)--Indiana University of Pennsylvania, 2016.
504 $a Includes bibliographical references
520 $a The topic of this study is parent and teacher perceptions of autism support classrooms in three public western Pennsylvanian school districts. Research questions were: (1) How do parents and teachers perceive working together to ensure successful academic programming for a student with autism? (2) What factors do parents and teachers perceive to be important when deciding on appropriate academic placements? (3) What supports are provided to teachers and parents in an attempt to enhance the academic programming for students? (4) How do parents and teachers perceive the unique needs of students with autism are met through autism support classrooms?
520 $a Participants were both parents and teachers associated with identified autism support classrooms. Each participant was interviewed on their perception of the quality of the special education program. Results showed parents and teachers to have an overall positive perception of the quality of programming for students, with identified areas that were perceived to need improvement. Recommendations for improvement include: (1) providing an orientation to parents specific to special education documents, (2) conducting parent intake interviews, (3) investing in current, research-based curriculum, and (4) working for increased inclusivity. Data were analyzed using derived themes throughout interviews, student Individualized Education Plans, and demographic information.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Instructional design. $3 1148462
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710 2 $a Indiana University of Pennsylvania. $b Professional Studies in Education. $3 1184900
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