|TITLE:||INCLUSION, AUTISM SPECTRUM DISORDERS AND THE ELEMENTARY CLASSROOM TEACHER|
|PRINCIPLE INVESTIGATOR:||DOWNING, JANET|
File Created: March 18, 2012|
Department Chair Action Date: September 4, 2012
Current Status: Expired. Final Status Report or Extension Needed.
|Confidentiality||Data are not linked to individuals|
STATEMENT OF PURPOSEChildren diagnosed with an Autism Spectrum Disorder (ASD) often participate in general education classrooms as part of inclusion 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 occurs. Many times, the general education classroom teacher feels he/she has not been adequately trained to provide a meaningful experience to those children on the spectrum. With the prevalence of children diagnosed with ASD continuing to rise, the Center for Disease Control (2010) estimates 1 in 80 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 METHODOLOGYParticipants will be teachers from Chinn Elementary School, Kansas City, Missouri. Permission from the Park Hill School District is contingent upon approval of the Missouri Western IRB and a formal written approval from the Park Hill 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. They will be informed that they do not have to answer any questions that they do not wish to answer and may review the questionnaires before agreeing to participate. Using a Mixed Method Design of research, qualitative and quantitative questions, the data will be analyzed by hand. Individuals will not place their names on the questionnaires at any time. Surveys will be assigned a random number to assure anonymity. Informed consent is not required for this study.
ANTICIPATED RISKS AND BENEFITSMinimal 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. Surveys will be assigned a random number to assure anonymity. Possible benefits from this research for myself and the participants may have implications for curriculum and instruction. The insight gained through the analyzed data could benefit myself and the participants when interacting with children with autism in the inclusionary situation.
SUBJECT SELECTIONThis research will be presented to approximately 40 elementary teachers. I anticipate approximately 15-20 responses. All teachers at Chinn Elementary 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.
|Western is accredited by The Higher Learning Commission, a member of the North Central Association of Colleges & Schools (NCA), and is an AQIP Participant.|