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A Qualitative Inquiry into Social Justice Issues Facing Educators of Students with Autism Spectrum Disorders

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Title: A Qualitative Inquiry into Social Justice Issues Facing Educators of Students with Autism Spectrum Disorders
Language: English
Authors: Stephens, Adam John
Source: ProQuest LLC. 2017Ed.D. Dissertation, University of Missouri - Columbia.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 230
Publication Date: 2017
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Descriptors: Social Justice, Special Education Teachers, Students with Disabilities, Autism, Pervasive Developmental Disorders, Public Schools, Stakeholders, Administrator Attitudes, Teacher Attitudes, Barriers, Paraprofessional School Personnel, Educational Needs, Elementary Secondary Education, Inclusion
Abstract: The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten & Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2019
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:11012970
Accession Number: ED596885
Database: ERIC
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  Data: A Qualitative Inquiry into Social Justice Issues Facing Educators of Students with Autism Spectrum Disorders
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  Data: The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten & Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 230
    Subjects:
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
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      – TitleFull: A Qualitative Inquiry into Social Justice Issues Facing Educators of Students with Autism Spectrum Disorders
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