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A Case Study Examining the Effective Transition from Elementary to Middle School: Perspectives from School Administrators, Teachers, and School Counselors on Transitioning Students with Autism Spectrum Disorder = = Une etude de cas examinant la transition efficace du primaire au college: perspectives des administrateurs scolaires, des enseignants et des conseillers scolaires sur la transition des eleves atteints de troubles du spectre autistique.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study Examining the Effective Transition from Elementary to Middle School: Perspectives from School Administrators, Teachers, and School Counselors on Transitioning Students with Autism Spectrum Disorder =/
其他題名:	Une etude de cas examinant la transition efficace du primaire au college: perspectives des administrateurs scolaires, des enseignants et des conseillers scolaires sur la transition des eleves atteints de troubles du spectre autistique.
作者:	SmithBennett, LaTonya Chenelle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	150 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Middle school education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28026747
ISBN:	9798662470446

A Case Study Examining the Effective Transition from Elementary to Middle School: Perspectives from School Administrators, Teachers, and School Counselors on Transitioning Students with Autism Spectrum Disorder = = Une etude de cas examinant la transition efficace du primaire au college: perspectives des administrateurs scolaires, des enseignants et des conseillers scolaires sur la transition des eleves atteints de troubles du spectre autistique.
SmithBennett, LaTonya Chenelle.

A Case Study Examining the Effective Transition from Elementary to Middle School: Perspectives from School Administrators, Teachers, and School Counselors on Transitioning Students with Autism Spectrum Disorder =Une etude de cas examinant la transition efficace du primaire au college: perspectives des administrateurs scolaires, des enseignants et des conseillers scolaires sur la transition des eleves atteints de troubles du spectre autistique. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 150 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

The purpose of this case study was to describe the experiences of elementary and middle school administrators, counselors, and general and special education teachers as they assist in the process of transitioning students, especially those diagnosed with Autism Spectrum Disorder (ASD) from elementary to middle school in DeKalb County School District, Georgia's third largest school district. The four research questions that guided this study included (a) How do elementary school principals, counselors, and 5 th grade teachers perceive meeting the social emotional needs of students transitioning from elementary school? (b) What practices are teachers of students with ASD currently using to prepare their students to transition to middle school and how are these current practices different for students with ASD than regular education students? (c) How do school principals, counselors, and teachers describe the transition process to middle school for ASD students? and (d) When evaluating the current transition program, what do principals, counselors, and teachers describe as strengths and/or areas needing improvement? Two primary theories which are beneficial in showing the importance of understanding the academics, social development, and procedural practices that occur at the elementary school level as it pertains to transitioning students with ASD to the middle school guided this study. The first theory was Life Course Theory, which has been applied in topics related to childhood transitions and experiences affecting the behavior of students later on in life. The second theory was the Stage-Environment Fit Theory, which helped to describe how environment impacts adolescents' academic achievement. Data collection included 22 study participants, inclusive of elementary and middle school general and special education teachers, elementary and middle school counselors and administrators completing an electronic demographic survey, opting to further participate in the case study. I conducted the data analysis using coding, peer review, enriched thematic descriptions, and triangulation of the research data. Conclusively, the results of this study provide a voice for elementary and middle school general and special education teachers who instruct students diagnosed with ASD. As well, I identified four themes from this case study: (a) beliefs, (b) relationships, (c) challenges, and (d) benefits. Recommendations for future research include using diverse schools, increasing the number of participants, and researching the collaboration between general and special education teachers in the inclusion setting.

ISBN: 9798662470446Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Autism Spectrum Disorder

A Case Study Examining the Effective Transition from Elementary to Middle School: Perspectives from School Administrators, Teachers, and School Counselors on Transitioning Students with Autism Spectrum Disorder = = Une etude de cas examinant la transition efficace du primaire au college: perspectives des administrateurs scolaires, des enseignants et des conseillers scolaires sur la transition des eleves atteints de troubles du spectre autistique.
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502 $a Thesis (Ed.D.)--Northcentral University, 2020.
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520 $a The purpose of this case study was to describe the experiences of elementary and middle school administrators, counselors, and general and special education teachers as they assist in the process of transitioning students, especially those diagnosed with Autism Spectrum Disorder (ASD) from elementary to middle school in DeKalb County School District, Georgia's third largest school district. The four research questions that guided this study included (a) How do elementary school principals, counselors, and 5 th grade teachers perceive meeting the social emotional needs of students transitioning from elementary school? (b) What practices are teachers of students with ASD currently using to prepare their students to transition to middle school and how are these current practices different for students with ASD than regular education students? (c) How do school principals, counselors, and teachers describe the transition process to middle school for ASD students? and (d) When evaluating the current transition program, what do principals, counselors, and teachers describe as strengths and/or areas needing improvement? Two primary theories which are beneficial in showing the importance of understanding the academics, social development, and procedural practices that occur at the elementary school level as it pertains to transitioning students with ASD to the middle school guided this study. The first theory was Life Course Theory, which has been applied in topics related to childhood transitions and experiences affecting the behavior of students later on in life. The second theory was the Stage-Environment Fit Theory, which helped to describe how environment impacts adolescents' academic achievement. Data collection included 22 study participants, inclusive of elementary and middle school general and special education teachers, elementary and middle school counselors and administrators completing an electronic demographic survey, opting to further participate in the case study. I conducted the data analysis using coding, peer review, enriched thematic descriptions, and triangulation of the research data. Conclusively, the results of this study provide a voice for elementary and middle school general and special education teachers who instruct students diagnosed with ASD. As well, I identified four themes from this case study: (a) beliefs, (b) relationships, (c) challenges, and (d) benefits. Recommendations for future research include using diverse schools, increasing the number of participants, and researching the collaboration between general and special education teachers in the inclusion setting.
520 $a Le but de cette etude de cas etait de decrire les experiences des eleves du primaire et du les administrateurs d'ecole, les conseillers et les enseignants de l'enseignement general et specialise qui contribuent a processus de transition des etudiants, en particulier ceux diagnostiques avec un trouble du spectre de l'autisme (ASD) du primaire au college du district scolaire du comte de DeKalb, troisieme le plus grand district scolaire. Les quatre questions de recherche qui ont guide cette etude etaient les suivantes: a) Comment les directeurs d'ecole elementaire, les conseillers et les enseignants de 5e annee percoivent le respect des les besoins emotionnels des eleves qui quittent l'ecole primaire? b) Quelles sont les pratiques les enseignants d'eleves atteints de TSA qui utilisent actuellement pour preparer leurs eleves a la transition vers le milieu l'ecole et en quoi ces pratiques actuelles different-elles pour les eleves atteints de TSA etudiants en education? (c) Comment les directeurs d'ecole, les conseillers et les enseignants decrivent-ils processus de transition au college pour les eleves TSA? et (d) lors de l'evaluation de la programme de transition, qu'est-ce que les directeurs d'ecole, les conseillers et les enseignants qualifient de forces et / ou domaines a ameliorer? Deux theories primaires qui sont benefiques pour montrer la l'importance de comprendre les universitaires, le developpement social et les pratiques procedurales qui se produit au niveau de l'ecole elementaire en ce qui concerne la transition des eleves atteints de TSA au le college a guide cette etude. La premiere theorie etait la theorie du parcours de vie, qui a ete appliquee a des sujets lies aux transitions et experiences de l'enfance affectant le comportement des etudiants plus tard dans la vie. La deuxieme theorie etait la theorie de l'ajustement stade-environnement, qui a aide decrire comment l'environnement influe sur la reussite scolaire des adolescents. Collecte de donnees comprenait 22 participants a l'etude, y compris les cours elementaires et intermediaires generaux et speciaux les enseignants en education, les conseillers et les administrateurs des ecoles elementaires et intermediaires enquete demographique electronique, choisissant de participer davantage a l'etude de cas. J'ai mene le analyse des donnees a l'aide du codage, de l'examen par les pairs, de descriptions thematiques enrichies et de la triangulation des donnees de recherche. En conclusion, les resultats de cette etude fournissent une voix pour les eleves du primaire et du les enseignants des ecoles generales et speciales qui enseignent aux eleves diagnostiques avec un TSA. Comme eh bien, j'ai identifie quatre themes de cette etude de cas: (a) les croyances, (b) les relations, (c) les defis, et d) les avantages. Les recommandations pour la recherche future comprennent l'utilisation de diverses ecoles, l'augmentation le nombre de participants, et la recherche de la collaboration entre general et special les enseignants de l'education dans le cadre de l'inclusion. Mots-cles: Inclusion, Trouble du spectre de l'autisme, Education speciale, Transition, Environnement le moins restrictif, Eleves handicapes, Education generale Create bold facebook comments with TextFancy.com, convert and browse unicode characters. Generate ascii art and play with text.
590 $a School code: 1443.
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