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|a LC4019.H47 2013_HertzAmanda |2 BU-Local |
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|a General education teacher's knowledge and confidence teaching children with autism/asperger's disorder |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a Barry University Theses -- School of Education. |
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|a Thesis (S.S.P.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 32-45). |
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|a Copyright Amanda L. Hertz. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Increases in the inclusion of children with autism and Asperger’s disorder in general education classrooms made the knowledge and confidence teachers have when teaching these students vital. This study investigated differences among elementary, middle, and high school teachers’ knowledge of educational strategies and confidence in teaching students with autism and Asperger’s disorder within the general education classroom. An increase in inclusion mandated by federal laws requires general education teachers to have sufficient knowledge and confidence in their ability to successfully teach children with autism and Asperger’s disorder. The participants of this study included 170 general education teachers, including 67 on the elementary level, 36 more on middle school level, 56 on the high school level, and 11 who did not specify level. Data was collected using a 25-question multiple choice and Likert scale survey based on review of the literature. A one-way ANOVA used to analyze teachers’ school level and knowledge of strategies found a significant difference (F) (2, 154) = 3.299,p < .05. A Tukey HSD was used to determine the difference among groups and a significant difference was found between the mean scores of high school (M = 13.50) and elementary school (M = 15.78) teachers regarding strategy knowledge. However, the differences may be due to the greater need for elementary teachers to use the strategies (i.e., picture schedules and social stories) within the elementary level. No significant differences were found among teacher level and confidence in teaching children with autism/Asperger’s disorder (F) (2, 156) = .358,p > .05. Pearson correlations found that there was a positive weak to moderate correlation between number of in services attended and teacher confidence (r)(4) = .331 , P < .01), and a positive moderate correlation between number of students taught with autism/Asperger’s disorder and teacher confidence (r)(4) = .489, p < .01). |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Teachers of children with disabilities. |
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|a Learning disabilities. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001396/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/96/00001/LC4019_H47 2013_HertzAmandathm.jpg |
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|a Theses and Dissertations |
