Inclusion of Students with High Need Autism: General education teachers' attitudes and beliefs versus practice
Given the simultaneous rise in rates of autism and the expectations for school based inclusion of students with disabilities, research targeting inclusive practices continues to be a priority. Researchers have examined the attitudes and perspectives of general education teachers and best practice for including individuals with high functioning autism spectrum disorders. However, there is little research exploring the relationship between attitudes and practice with regard to the inclusion of individuals on the low functioning end of the spectrum. The purpose of this study was to explore the self reported attitudes and perspectives of general education teachers in relation to what was observed and practiced in their general education classrooms when including a student with high need autism (HNA) The researcher conducted a pre and post self reported attitudinal survey exploring beliefs about inclusion of students with disabilities in general and later the same survey asking specifically about inclusion of students with HNA. There was very little difference in the results from the two surveys. In general, teachers reported that they were willing to support inclusive practices and generally viewed inclusion as a positive experience. Twelve classroom observations of the general education teachers, the student with HNA and a typically developing comparison peer were completed (two per target student) Results reveal HNA students were actively engaged less than comparison peers (16% vs 28% A greater disparity occurred for passive engagement, 16% for the student with HNA and 49% for the comparison student. When looking at off task behavior, HNA students were off task at a far higher rate than comparison students, primarily demonstrating off task with a motor response. The rate of interaction between the general Beliefs and Practices for Inclusion v education teacher and the student with HNA was three times lower than the rate of interaction with the typically developing comparison peer. There was very little interaction between the targeted HNA student and any classroom peers. The findings implicate that general education teachers reported positive attitudes toward inclusion and demonstrated structural and environmental best practices in their classrooms. The findings also show that there appeared to be a lack of meaningful inclusive education opportunities for HNA students and the author calls for further research exploring how to optimize the value of time spent in the inclusive classroom. Beliefs and Practices for Inclusion vi Author Note The completion of this dissertation was a process that not only involved me, but also involved many family members, friends, and professors. The dissertation process has taught me what perseverance truly means. First, and foremost, I give thanks to God for providing me with the mental and physical strength during every stage of this dissertation process. Although moments seemed daunting and the tasks seemed impossible at times, God continued to provide me strength and help me regain focus and persevere through one of the most difficult but rewarding aspects of my life. God is truly the source of my strength, however the words of encouragement, patience, and understanding from my husband, family, and friends will never be forgotten. First, to my husband, Del Davis, I am forever grateful for the support, encouragement, love, and endless patience you have provided to me throughout this entire process. Your love has been unending and, on many occasions, is the only thing that kept me going. Second, to my parents, Paul and Jenny Hyde, I am forever thankful for the words of wisdom, the countless hours of listening to me over the course of this dissertation, enduring and still loving your daughter on her good days and bad days, and for always being understanding when I wasn't always present at family functions because my mind was elsewhere. Your love and encouragement has meant more to me than words can explain. Finally, to my friends (there are too many to write) I thank each of you for your support and encouragement throughout this dissertation process. You have been there to listen when I needed an ear, you have been there to celebrate the little successes, and you have all continued to encourage and keep me accountable for finishing! In addition to family and friends, the perseverance and completion of this dissertation would not have been possible without the members of my dissertation committee at Arcadia Beliefs and Practices for Inclusion vii University. I am forever grateful for the guidance and discussions provided by the chairperson of my committee, Dr. Kimberly Dean. Over countless hours and thousands of ideas, Dr. Dean would always bring me back and keep me on track. She never pushed too hard and allowed me to process in my own time. Dr. Dean continuously provided encouragement and positive feedback that help me refine and completed my dissertation. I also value the continual support I have received from my committee members, Dr. Peggy Hickman and Dr. Kelly McElrath. Dr. Hickman, from day one of entering the doctorate program, has been one of my biggest encouragers. She has provided so much support in my personal and academic growth throughout this process. Dr. McElrath, has always been an inspiration to me and I have always respected her knowledge and impact she has had in the field of education. She has continued to provide support and positive feedback throughout this process. In addition to my committee members, the members of my cohort and Arcadia University's doctoral program professors provided invaluable support during both the coursework and dissertation process of the doctorate program. I am grateful for the cooperation of the school district, teachers, and parents of the students who participated in this study. Without each of you, this study would not have been possible. I cherish my learning experiences from each of your classes and for the information you provided via surveys and allowing me to observe in your classroom. The dissertation process was an invaluable learning experience that I will always treasure. Thank you to everyone who provided support for me to continue and complete this dissertation. I am forever grateful for your support, love, and patience during this process. Beliefs and Practices for Inclusion viii Table of Contents Abstract iv Author Note vi CHAPTER 1: INTRODUCTION 1 Introduction 1 Purpose of the Study 6 Research Questions 6 Nature of Study 7 Signficance 8 CHAPTER 2: LITERATURE REVIEW 10 Introduction 10 Inclusion 14 Unveiling Autism 17 Best Practice for Inclusion of Students with ASD 29 Perceptions and Attitudes 32 Type of Disability and Age 38 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY 48 Introduction 48 Instruments 48 Reliability 59 Data Collection 60 Data Analysis 64 Beliefs and Practices for Inclusion ix CHAPTER 4: RESULTS 67 Introduction 67 Observational Data Best Practice Checklist: Mini Case Studies 72 Behavioral Data Interactions 88 Inclusion Best Practice Checklist 93 Teacher Participant Global Autism Survey 99 CHAPTER 5: CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS 107 Findings Related to the Goals of the Study 107 Significance and Implications 127 Recommendations 138 Limitations of the Study 144 Conclusion 146 References 149 Appendix A: Teacher Consent Form 158 Appendix B: Student with Autism Consent Form 161 Appendix C: General Education Student Consent Form 163 Appendix D: Global Survey 165 Appendix E: Autism Survey 169 Appendix F: Observational Data Collection Form 172 Appendix G: Best Practice Checklist 176 Appendix H: On task/Off task Interactions Results 180 Appendix I: Best Practice Checklist Results 182 Appendix J: Global Survey Results 184 Beliefs and Practices for Inclusion x Appendix K: Autism Survey Results 186 Beliefs and Practices for Inclusion 1 Chapter 1 Introduction Overview Autism spectrum disorder (ASD) is a range of complex neurodevelopmental disorders ranging in character and severity. ASD occurs in all ethnic and socioeconomic groups and affects every age group and gender. The cause of ASD is still unknown, despite efforts of scientists. Prevalence rates continue to increase and are now second in frequency only to intellectual disability among serious developmental disorders. The range of impairment and the increase in prevalenc