Date of Award
1-2-2016
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Teaching and Learning
First Advisor
Gary Weilbacher
Abstract
The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; general education English teachers are committed not only to forming relationships with students with Asperger Syndrome, but often take it a step further, taking on the role of advocating for the student as well as encouraging the student to advocate for himself or herself; and general education English teachers are committed to doing what works for the student, regardless of what information can be found in the IEP document.
Recommended Citation
Krones, Mary Patricia, "High School General Education Teachers' Perception of Iep Accommodations for Students with Asperger Syndrome" (2016). Theses and Dissertations. 514.
https://ir.library.illinoisstate.edu/etd/514
DOI
http://doi.org/10.30707/ETD2016.Krones.M
Page Count
180
Included in
Elementary and Middle and Secondary Education Administration Commons, Secondary Education and Teaching Commons, Special Education Administration Commons, Special Education and Teaching Commons
Comments
Imported from ProQuest Krones_ilstu_0092E_10665.pdf