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Inclusion of Students with Autism Sp...

Twinam, Tracey Arleen.

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Inclusion of Students with Autism Spectrum Disorder: An Exploration of the Lived Experiences and Self-Efficacy of Christian School Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Inclusion of Students with Autism Spectrum Disorder: An Exploration of the Lived Experiences and Self-Efficacy of Christian School Teachers./
Author:	Twinam, Tracey Arleen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	271 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-05(E), Section: A.
Contained By:	Dissertation Abstracts International80-05A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13424479
ISBN:	9780438763562

Inclusion of Students with Autism Spectrum Disorder: An Exploration of the Lived Experiences and Self-Efficacy of Christian School Teachers.
Twinam, Tracey Arleen.

Inclusion of Students with Autism Spectrum Disorder: An Exploration of the Lived Experiences and Self-Efficacy of Christian School Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 271 p.

Source: Dissertation Abstracts International, Volume: 80-05(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

The purpose of this qualitative phenomenological study was to explore how teachers explain their lived experiences and personal sense of self-efficacy when teaching students with autism spectrum disorder (ASD) in an inclusive classroom in a PK-8 Christian school. This study is based on Bandura's theory of self-efficacy along with the concept of inclusion. The following research questions guided the study: how do teachers in a PK-8 Christian school explain their lived experience teaching students with ASD in an inclusive classroom and how do teachers in a PK-8 Christian school explain their sense of self-efficacy when teaching students with ASD in an inclusive classroom. The sample consisted of 11 teachers from one PK-8 Christian school located in the Midwest United States. A qualitative phenomenological design allowed a unique insight into actual experiences and sense of self-efficacy as relayed directly by participants. Results of this research show that this Christian school actively promotes inclusion of students with special needs. Similar to the public schools, trained special education teachers and support staff are part of the Christian school culture. This study found teachers in this Christian school perceive themselves as having a high self-efficacy toward teaching students with ASD. This high self-efficacy was due in part to teachers perceived sense of community, administrative, colleague, and specialist support. Teachers in the Christian school expressed a desire to educate students with ASD in their inclusive classroom and also held a perceived high sense of self-efficacy when working with these students.

ISBN: 9780438763562Subjects--Topical Terms:

516693
Special education.

Inclusion of Students with Autism Spectrum Disorder: An Exploration of the Lived Experiences and Self-Efficacy of Christian School Teachers.
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