Date of Conferral

8-6-2026

Date of Award

August 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Caroline Crawford

Abstract

The problem addressed in this study was a gap in practice about general education teachers’ support of students with autism spectrum disorder (ASD) in inclusive elementary mainstream classrooms in Central California, where regional inclusion rates fall below state and national averages. Grounded in Universal Design for Learning, the purpose of the study was to explore general education teachers’ perceptions regarding inclusion and recommended support for students with ASD in inclusive elementary mainstream classrooms. For this basic qualitative study, semistructured interviews were conducted with 12 general education teachers who taught grades 1 through 6. Through open, in vivo, and subsequent axial coding, eight themes emerged: Teachers perceived inclusion as (1) reciprocally beneficial for students with ASD and their peers, (2) difficult to sustain, (3) positive but conditional, and (4) dependent on balance with placement fit. In addition, teachers identified the need to (5) recognize nontraditional engagement, (6) provide instruction that sustains access and belonging, (7) collaborate with special education staff within existing constraints, and (8) access autism-specific support. Participants also recognized engagement as variable and sometimes difficult to identify. This study may contribute to positive social change by informing district leaders about teacher-requested autism-specific supports and more equitable access for students with ASD in general education settings, thus, benefiting all students.

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