|TITLE:||INCLUSION, AUTISM SPECTRUM DISORDERS AND THE ELEMENTARY CLASSROOM TEACHER|
|PRINCIPLE INVESTIGATOR:||DOWNING, JANET|
File Created: April 26, 2012|
Department Chair Action Date: April 26, 2012
Current Status: Expired. Final Status Report or Extension Needed.
|Confidentiality||Data are not linked to individuals|
STATEMENT OF PURPOSESTATEMENT OF PURPOSE STATEMENT OF PURPOSE Children diagnosed with an Autism Spectrum Disorder (ASD) often participate in general education classrooms as part of inclusionary programs as outlined in the child's Individualized Education Program. For the purpose of this project, inclusion, refers to the time a child diagnosed with ASD is participating with typically developing peers within a school setting. These children with autism may be functioning at different levels of cognitive abilities. The general classroom, art, music, physical education, lunch and recess are venues where inclusion often occurs. With the prevalence of children diagnosed with ASD continuing to rise, the Center for Disease Control (2012) estimates 1 in 88 children has an autism spectrum disorder, the need for effective training is imperative. The state of Missouri provides a Free and Appropriate Public Education (FAPE) to children with an educational diagnosis of autism, as per Individuals with Disabilities Education Act (IDEA), but the level of preparedness of the general classroom teacher working with these children may be dubious. By examining the teacher's perspective of the inclusionary situation and their level of preparedness, it is the hope that insight will be gained into the necessary information that is needed to provide an effective experience for these children in the inclusionary environment.
STATEMENT OF RESEARCH METHODOLOGYSTATEMENT OF RESEARCH METHODOLOGY Statement of Research Methodology Participants will be teachers from a Midwest elementary school. Permission from the school district is contingent upon approval of the Missouri Western IRB and formal written approval from the school district’s Director of Research, Evaluation, and Assessment. Individuals will receive a survey consisting of 25 questions; short answer, yes/no and multiple choice. The survey will take approximately 30 minutes to complete. Participation is completely voluntary. A Mixed Method Design of research, qualitative and quantitative questions, will be utilized. Participants will be coded to maintain anonymity. Informed consent will also be obtained.
ANTICIPATED RISKS AND BENEFITSANTICIPATED RISKS AND BENEFITS Statement of Risks and Benefits Minimal risk is anticipated. The investigator will make every attempt to safeguard the confidentiality of the information that is provided. All information obtained from this study will remain confidential and will be maintained by the investigator. Surveys will be assigned a random number to assure anonymity. Possible benefits from this research for the investigator and the participants may have implications for curriculum and instruction. The insight gained through the analyzed data could benefit the investigator and the participants when interacting with children with autism in the inclusionary situation as well as in helping to adequately prepare the individuals who work with these students in a school setting.
SUBJECT SELECTIONSUBJECT SELECTION This research will be presented to approximately 40 elementary teachers. I anticipate approximately 15-20 responses. All teachers at this Midwest elementary school will be given a survey. Kindergarten through 5th grade, as well as the specials teachers; physical education, music, art and library.
CONFIDENTIALITYConfidentiality will be maintained by survey anonymity. All data will be kept in a locked office and only reviewed by myself. At no time will identifying information be placed on the surveys.
PRIMARY SUPPORTING DOCUMENTClick for Word Document
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