Date of Award
Doctor of Education
Instr and Curr Leadership
Jeremy Todd Whitney
Including students with a range of abilities in today's classrooms paired with increasing inclusive practices has presented itself as a challenge for all educators. More specifically, students with autism spectrum disorders (ASD) have had an increased presence in general education settings. This study aimed to discover pre-service teachers' perceptions toward including students with ASD in a general education setting, examine pre-service teacher knowledge regarding ASD, and examine if any correlation between the two may exist. The main research instrument consisted of a set of 1) demographic questions (categorical data), 2) perceptions of inclusion of students with ASD measured in a Likert-scale component, and 3) measuring knowledge of students with ASD (scaled score) component. Correlation results were analyzed using Pearson's r coefficient calculation and indicated a positive correlation between perspective and knowledge. Results supported prior research and indicated that the pre-service teachers possessed positive perceptions toward including students with ASD, but felt slightly different when including students with any range of abilities. In regards to participant knowledge of ASD, results indicated that pre-service teachers were knowledgeable about topics surrounding ASD.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Sailors, Luanne Beth, "Examining the Perceptions of Pre-Service Teachers Toward Including Students with Autism Spectrum Disorders in a General Education Setting" (2015). Electronic Theses and Dissertations. 1194.