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Dissertation
Teachers’ perceptions of their experiences instructing students with autism spectrum disorder
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
This qualitative phenomenological study investigated the perspectives of educators in inclusive classrooms where students diagnosed with autism spectrum disorder (ASD) were integrated. Through an adapted version of the Teachers’ Sense of Efficacy Scale (TSES) and semistructured interviews with 10 teachers across various subjects (i.e., world history, U.S. history, environmental science, dance, and art) spanning Grades 9–12, the study explored the challenges and experiences of educators working with ASD students. The framework was centered around Bandura’s (1977) self-efficacy theory. A central theme that emerged from the study was the influence of self-efficacy on educators’ experiences. Teachers who reported higher levels of self-efficacy in managing ASD students’ needs appeared more confident in implementing accommodations and modifications. Conversely, teachers with lower self-efficacy struggled more with classroom management and the emotional and cognitive demands of supporting students with ASD. This finding aligned with Bandura’s (1977) self-efficacy theory, which posits that individuals’ beliefs in their abilities influence their motivation, decision making, and coping strategies. The study concluded that although inclusive classrooms offer promising benefits, there is a need for continued research to explore how self-efficacy influences teachers’ approaches to inclusion and to refine strategies further that address the ongoing challenges in these settings. Furthermore, the themes identified (i.e., self-efficacy, collaboration, adaptability, and resilience) highlighted essential areas for professional development and policy improvement to enhance the effectiveness of inclusive education for students with ASD.
Details
- Title
- Teachers’ perceptions of their experiences instructing students with autism spectrum disorder
- Resource Type
- Dissertation
- Contributors
- Aneta Walker (Advisor)Daisy Pua (Committee Member)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 239
- Copyright
- Unpublished work © Althia Grace Thompson
- Identifiers
- 99381469153206600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida