RELACIÓN CENTRO PERIFERIA

The final theme that emerged from the interview process was the relationship between the teacher and the student. This theme related to the second research question regarding teacher attitudes and perceptions. Each participant spoke of her students with fondness and true concern. As was discovered in the theme of social interaction, for students lacking the skills to communicate effectively and express emotion properly, relationships can be challenging. However, all participants discussed ways in which they tried to engage and interact with their students with autism.

Participant 1 discussed the importance of modeling a positive relationship for the other students. She stated,

I consistently model to the class that we’re all different and show them how we care for people. We love them in spite of their differences and have patience. If I model more patience and understanding, that’s how the class is going to respond. It really came down to me and what my tempo was with him.

Participant 7 spoke fondly of a child in her classroom: “I love his humor. His humor is like no other. He just tells it like it is. It’s just pretty funny. He makes me laugh.” She then discussed both boys in her class with autism. She said, “From Day 1 to now, you wouldn’t believe it. It’s night and day. Just from the first week to now. It’s amazing how much progress they have made. I’m really proud of them.” As we spoke, I

was able to see her positive feelings toward the two students. It was encouraging to see how the positive relationship was helping the students move forward in their academic progress as well as socially.

Even though participants did not all explicitly discuss their relationships with the students with autism, the fondness and a desire for the students to succeed were apparent. Not one participant spoke negatively about a student or even about their experiences in finding the necessary help. I noted a general positive feeling toward the students based on their facial expressions, body language, and tone of voice when discussing the students with autism. Each of the participants seemed to welcome the challenge of teaching a child with autism. This allowed me to understand how teacher attitudes and perceptions can directly affect the inclusion process for students with autism.

The preceding themes emerged from the data and allowed me to answer the research questions related to this study. The first research question asked, “In what ways do teachers perceive they are prepared or unprepared to instruct students with autism?” The collected data from this study have revealed that participants did not initially feel adequately prepared at the preservice level. Each of the participants stated that they had not received any specific training in teaching students with autism prior to entering the classroom. Several participants noted that they became more prepared by furthering their own education by reading journals, meeting with other professionals, and attending professional development. Teachers also noted their feelings of preparedness were related to the support of colleagues and administration and acquisition of needed classroom resources and materials. The second question asked, “How do teachers believe their

attitudes and perceptions affect the inclusion of students with autism?” The results of this study have shown that teachers do feel their attitudes can affect the inclusion process positively or negatively. The teachers in this study discussed several ways in which they attempt to foster positive relationships with their students. These positive relationships allow the students to feel included in the classroom environment. Several participants discussed how their personal actions affect the actions of the typically developing students in the classroom. When teachers model positive interactions toward students with autism, their peers tend to follow the lead of the teacher, thus allowing for a more inclusive and accepting environment. The third research question asked, “Which teaching methods and strategies do teaches perceive to be most effective in helping students with autism advance academically and socially in the classroom?” It was interesting to note that each of the participants responded very similarly. The data revealed that no particular strategies are listed as effective for all students in general. However, each participant mentioned different strategies that work well for individual students. The participants discussed things such as the use of social stories and picture schedules as basic strategies that work well for many students with autism. Several participants noted having lunch or cooperative learning groups with the student with autism and typically developing peers in small group sessions to build relationships and practice social skills. Other participants made mention of using alternative seating during work time. These were a few of the strategies mentioned in the data. It is important to note that each participant stressed the importance of teachers getting to know each student as an individual and trying different strategies to see what works best for each child.

Conclusion

The purpose of this qualitative case study was to understand the ways in which teachers can effectively include students with autism based upon their training, attitudes, perceptions, and use of strategies within the classroom. During data analysis, the

following nine themes emerged: (a) preservice teacher preparation, (b) ongoing

professional development, (c) support of administration and staff, (d) needed resources, (e) training of paraprofessional staff, (f) social interaction, (g) communication, (h) teaching strategies, and (i) teacher/student relationships. These factors were identified as contributing to effective educational practices and the inclusion of students with autism.

This study has supported the need for further training of teachers. The participants in this case study noted feelings and experiences that aligned with the research questions of this case study. Teachers agreed that specific training regarding the needs of the student with autism must take place at the preservice level. Teachers noted a need for support and resources in order to make them feel more prepared to teach in such a unique setting. Another theme, although indirectly tied to question 2, was regarding further training of the paraprofessional aide assigned to teachers and students with autism. This lack of training is also affecting the inclusion process, therefore showing to a need for improvement within schools. Teachers discussed their own perceptions of students and noted a direct connection between their own attitudes and the attitudes of students with autism and their typically developing peers. Relationships and communication were

noted to improve with more training and staff support. Teachers made mention of specific strategies that allowed the instruction of academic and social skills to improve.

In light of findings from the case study, the need for a specific training course at the preservice level was evident. Based upon Bandura’s Theory of Self Efficacy (1994), an online university course entitled Teaching Students with Autism was developed. Participants noted the need for more training, yet also noted a lack of time and resources to attend workshops or enroll in university courses. In response to this need, I developed an online course that will address the needs highlighted in the literature and subsequent case study. This course will be offered as an elective course to preservice university students. As an elective course, this will not entail any additional tuition cost for students, yet will allow them the opportunity to gain crucial information regarding the

characteristics of students with autism and how those students can effectively be included into the classroom. The online option has been chosen so that students will not have to physically attend class and will have the freedom to visit online modules in their home setting. Another reason for this online format was the potential for this course to possibly be offered to those teachers who have already obtained licensure and are currently

teaching or enrolled in a master’s program. With the online format, preservice and licensed teachers will have the opportunity to complete coursework when they are afforded time within their own busy schedules. Initially the course will be offered to university students with the intent of advertising it to others within the community.

Based on the literature review and case study findings, Section 3 presents a proposed online course designed to meet the education needs of teachers of students with autism in the inclusion setting.

Section 3: The Project