Date of Conferral
12-11-2025
Date of Award
December 2025
Degree
Ph.D.
School
Public Policy and Administration
Advisor
Victoria Landu-Adams
Abstract
Educating students with autism spectrum disorder (ASD) in under resourced schools remains a persistent equity concern in the United States. This study addressed a gap in the existing research, as prior studies have examined special education policy and school-level implementation challenges, but few have explored the experiences of general education teachers implementing inclusion in low-socioeconomic public schools. The purpose of this generic qualitative study was to explore the barriers general education teachers encounter in providing equitable education and their recommendations for improving inclusion. The study was guided by Ingram and Schneider’s (1993) social construction theory, which explains how marginalized groups are positioned as less deserving in policy design and implementation. Semi structured interviews were conducted with 12 general education teachers at a public middle school in Washington, DC, and data were analyzed inductively using thematic coding. Findings revealed that participants experienced limited autism-specific training, insufficient paraprofessional support, minimal engagement from the school’s autism coordinator, and systemic barriers such as food insecurity and staff turnover that disrupted instruction and undermined inclusion. Participants emphasized the need for sustained professional development, consistent paraprofessional staffing, accountability for individualized education program implementation, and culturally responsive practices to address misdiagnosis of English Language Learners. The study may promote positive social change by highlighting the importance of teacher perspectives to guide reforms in training, staffing, and accountability. With this insight, educational leaders may provide inclusion that extends beyond placement to achieve real equity for students with ASD.
Recommended Citation
Lewis, Jameelah S., "Educator Experiences With Implementing Every Student Succeeds Act Equity Mandates for Students With Autism" (2025). Walden Dissertations and Doctoral Studies. 18881.
https://scholarworks.waldenu.edu/dissertations/18881
