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Creating an Inclusive Climate for Students on the Autism Spectrum

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Creating an Inclusive Climate for Students on the Autism Spectrum Abilene Christian University Digital Commons @ ACU School of Educational Leadership College of Graduate and Professional Studies Spring 4-1-2020 Creating an Inclusive Climate for Students on the Autism Spectrum Stephanie Holmes [email protected] Follow this and additional works at: https://digitalcommons.acu.edu/school_ed_leadership Part of the Disability and Equity in Education Commons, Educational Methods Commons, and the Special Education Administration Commons Recommended Citation Holmes, Stephanie, "Creating an Inclusive Climate for Students on the Autism Spectrum" (2020). School of Educational Leadership. 5. https://digitalcommons.acu.edu/school_ed_leadership/5 This Dissertation is brought to you for free and open access by the College of Graduate and Professional Studies at Digital Commons @ ACU. It has been accepted for inclusion in School of Educational Leadership by an authorized administrator of Digital Commons @ ACU. This dissertation, directed and approved by the candidate’s committee, has been accepted by the College of Graduate and Professional Studies of Abilene Christian University in partial fulfillment of the requirements for the degree Doctor of Education in Organizational Leadership Dr. Joey Cope, Dean of the College of Graduate and Professional Studies Date Dissertation Committee: Dr. Jennifer Butcher, Chair Dr. Sandra Harris Dr. Heather Rasmussen Abilene Christian University School of Educational Leadership Creating an Inclusive Climate for Students on the Autism Spectrum A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Organizational Leadership by Stephanie Christine Holmes April 2020 i Dedication This dissertation is dedicated to my supportive and encouraging husband, Dan, who took over many household duties as I continued to work full-time during my schooling and dissertation process. He reminded me of self-care and time for fun and intentional connection during this dissertation process. Also, I dedicate this work to my children, Sydney and Erica, who cheered me on, and in many ways, inspired me to do this dissertation. Finally, this work is dedicated to all persons on the autism spectrum and those who work tirelessly to provide inclusion and supports for them. ii Acknowledgments I want to give thanks to God for his goodness, grace, and faithfulness in my life’s journey and direction for my now life’s work concerning inclusion for persons on the autism spectrum. Jeremiah 29:11 is my life verse that God gives both hope and a future. I want to thank my husband, children, extended family, friends, and church family, and even clients who were supporting me with prayers and encouraging words in texts and emails checking in on how I was doing and cheering me on to completion. I want to thank my daughter Sydney, your journey, and our journey together is much of the foundation for obtaining this doctorate and choosing this topic. I want to thank every participant in the study that gave of their time to contribute to the research from their personal and professional experiences as well as my committee and Chair. I want to thank my expert panel: Miyah Sundermeyer, autism advocate/speaker, David Glick, Ed.M. & LCSW, Andrew Jameson, administration with SPED certification, Jillian Smith, autism parent, Laura Hardin, nationally certified School Psychologist, Linda Breedlove, Ed.M. in SPED and former department chair. Thanks to Sheri Vultaggio, former educational clerk for special education and retired para pro. Thank you for sharing your stories and helping me recruit and for reminding me of the importance of this research. Finally, but not lastly, my dissertation chair, Dr. Jennifer Butcher. God gave me exactly what I needed in a chair when He put us together. Your wisdom, support, guidance, and expertise, combined with a calm, assuring voice is exactly the combination I needed. iii © Copyright by Stephanie C. Holmes (2020) All Rights Reserved iv Abstract The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, which often includes the Individualized Education Plan (IEP) eligibility process itself, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, educators, parents of students on the autism spectrum, and those over the age of 18 diagnosed with autism who attended public school. A phenomenological, qualitative study with a critical paradigm was conducted to incorporate 4 populations’ individual experiences and perspectives concerning barriers encountered to inclusion as well as suggestions for better practices through and reported successes. This research study examined the phenomena or experience of the 4 different populations to include 9 administrators/LEA representatives, 11 educators, 8 parents, and 7 former students of the public education system. The findings suggest several barriers to inclusion from each perspective and that collaboration of the IEP team is key to the development and implementation of successful IEPS that include both academic and social inclusion goals. Suggestions for inclusive education were explored, described, and outlined from those who experienced the process of or lack of inclusive practices and those who strive to create inclusive environments for students on the autism spectrum. Keywords: autism, inclusion, collaboration, conflict resolution, self-determination theory v Table of Contents Dedication ............................................................................................................................ i Acknowledgments............................................................................................................... ii Abstract .............................................................................................................................. iv List of Tables ................................................................................................................... viii Chapter 1: Introduction ........................................................................................................1 Background of the Problem .....................................................................................2 Generalized Problem ................................................................................................3 Statement of Problem ...............................................................................................5 Significance of the Study .........................................................................................6 Purpose Statement ....................................................................................................7 Theoretical Framework ............................................................................................8 Research Questions ................................................................................................10 Definition of Key Terms ........................................................................................10 Summary and Organization of the Study ...............................................................13 Chapter 2: Literature Review .............................................................................................15 Exclusion and Segregation in the American Public Education System .................16 Special Education Law ..........................................................................................17 Autism Spectrum Disorder and Academic Achievement ......................................30 Conceptual Framework: Models of Disability .......................................................40 Self-Determination Theory ....................................................................................45 Inclusive Educational Practices .............................................................................49 IEP Team: Collaborating for Self-Determination ..................................................56 Elements of Inclusion: Peers, Teachers, and Administrators ................................58 Barriers to Inclusive Education ..............................................................................80 Summary and Preview of Chapter 3 ......................................................................82 Chapter 3: Research Method ..............................................................................................84 Research Paradigm.................................................................................................84 Research Methodology: Phenomenological ..........................................................85 Purpose Statement and Research Questions ..........................................................87 Research Design.....................................................................................................87 Population ..............................................................................................................88 Sample....................................................................................................................88
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