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The Perceived Impacts of Access to t...

Harris, Laura.

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The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia./
作者:	Harris, Laura.
面頁冊數:	319 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706600
ISBN:	9781321806250

The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia.
Harris, Laura.

The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia. - 319 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2015.

This study uses an explanatory sequential mixed-methods design to explore, through parental report, access to the least restrictive environment (LRE) for high school students with high-functioning autism (HFA), how LRE affects academic and career goal attainment, and how students with HFA are experiencing the LRE provision of the Individuals with Disabilities Education Improvement Act (IDEA) in the Commonwealth of Virginia. Data were collected via an online questionnaire completed by 31 parents and follow-up interviews conducted with 11 parents. Descriptive statistics and nonparametric correlational statistical analysis of the responses on the questionnaire, thematic analysis of qualitative data from open-ended questions on the questionnaire and interviews, as well as document analysis were conducted.

ISBN: 9781321806250Subjects--Topical Terms:

2122779
Secondary education.

The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia.
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245 1 4 $a The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Anna Evmenova.
502 $a Thesis (Ph.D.)--George Mason University, 2015.
520 $a This study uses an explanatory sequential mixed-methods design to explore, through parental report, access to the least restrictive environment (LRE) for high school students with high-functioning autism (HFA), how LRE affects academic and career goal attainment, and how students with HFA are experiencing the LRE provision of the Individuals with Disabilities Education Improvement Act (IDEA) in the Commonwealth of Virginia. Data were collected via an online questionnaire completed by 31 parents and follow-up interviews conducted with 11 parents. Descriptive statistics and nonparametric correlational statistical analysis of the responses on the questionnaire, thematic analysis of qualitative data from open-ended questions on the questionnaire and interviews, as well as document analysis were conducted.
520 $a Major findings include a perception by parents that their children had less inclusion than was appropriate when compared to the inclusion of nondisabled peers. Parents also felt a lack of knowledge of HFA by school staff may drive a lack of academic support and accommodation in educational settings, limiting LRE. However, there were statistically significant positive correlations found between some academic skills and some parents' perception that their children experienced appropriate inclusion with nondisabled peers. As well, parent-perceived access to LRE was positively correlated with parent perception of academic and career goal attainment for some parents.
520 $a Additional findings show an appropriate academic environment to facilitate the attainment of academic and career goals includes not only academic supports but also social skills supports. There may be significant differences between what the Commonwealth of Virginia outlines in their best practices for inclusion of students with autism and what students with HFA experience in the classroom. Findings are discussed and implications for policy and future research are outlined.
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