Date of Conferral

2-18-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

The problem that was addressed through this study is that general and special education teachers are not trained to include pre-kindergarten (Pre-k) through second grade students with autism spectrum disorder (ASD) in general education classrooms. The purpose of this study was to explore the training the teachers requested when including Pre-k through second grade students with ASD. The study was grounded by Vygotsky’s theory of the zone of proximal development. For this basic qualitative design, semistructured interviews were conducted with five general education and five special education teachers who teach in an inclusion setting. Both the general education and special education teachers who participated in the study discussed the need for training when it comes to including students with ASD in the general education classroom. Data were analyzed through open coding and the following themes emerged: (a) General education teachers discussed the need for differentiation when including ASD students b) Teachers wanted training on the co-teaching model (c) Teachers wanted training about information on ASD (d) Teachers wanted to attend professional development (PD) on ASD (e) Teachers expressed the need for paraprofessionals when including students with ASD (f) Teachers discussed the importance of collaboration with team members. The results of this study have the potential of positive social change as teachers’ needs are better addressed, including a 3-day PD for general and special education teachers. Once teachers are better trained with strategies and support, students with ASD can benefit by having their needs met. Teachers will feel they are able to include students with ASD in the classroom successfully by using co-teaching models and interventions in their classrooms.

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