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Teacher Perceptions of Their Readiness for Teaching Social Skills to Students with Autism Spectrum Disorder.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Perceptions of Their Readiness for Teaching Social Skills to Students with Autism Spectrum Disorder./
作者:	Marcheski, Victoria.
面頁冊數:	1 online resource (188 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29398202click for full text (PQDT)
ISBN:	9798352911853

Teacher Perceptions of Their Readiness for Teaching Social Skills to Students with Autism Spectrum Disorder.
Marcheski, Victoria.

Teacher Perceptions of Their Readiness for Teaching Social Skills to Students with Autism Spectrum Disorder. - 1 online resource (188 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

Includes bibliographical references

The purpose of this study was to explore how special and general education teachers in New Jersey struggle to implement social skills instruction to students with moderate to severe autism spectrum disorder (ASD). The problem addressed in this study was that K-12 teachers in New Jersey are challenged to implement instructional strategies to support the social development of students with moderate to severe ASD. The conceptual framework guiding this work was the universal design for transition, based upon blending universal design for learning tenets and transitional outcomes for students with disabilities. The research question explored how K-12 special and general teachers within New Jersey implemented instructional strategies for students with ASD. This study was a basic qualitative design that utilized open-ended interviews analyzed with open, axial, and thematic coding analysis. Results from this study indicated four significant barriers to successfully implementing transitional social skills within the classroom setting: a lack of understanding of the nature of ASD, inadequate administrative support, insufficient training, and ineffective collaboration with the CST. Positive social change can be seen by identifying current gaps in educational practice within the transitional process for students with ASD and increased awareness of obstacles that preclude effective implementation of transitionary social skills within K-12 classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352911853Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

AutismIndex Terms--Genre/Form:

542853
Electronic books.

Teacher Perceptions of Their Readiness for Teaching Social Skills to Students with Autism Spectrum Disorder.
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