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Inclusive Education for Preschool Learners with Autism: a Program Evaluation Lindenwood University Digital Commons@Lindenwood University Dissertations Theses & Dissertations Fall 11-2017 Inclusive Education for Preschool Learners with Autism: A Program Evaluation Rachel C. Morgan Lindenwood University Follow this and additional works at: https://digitalcommons.lindenwood.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Morgan, Rachel C., "Inclusive Education for Preschool Learners with Autism: A Program Evaluation" (2017). Dissertations. 241. https://digitalcommons.lindenwood.edu/dissertations/241 This Dissertation is brought to you for free and open access by the Theses & Dissertations at Digital Commons@Lindenwood University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@Lindenwood University. For more information, please contact [email protected]. Inclusive Education for Preschool Learners with Autism: A Program Evaluation by Rachel C. Morgan A Dissertation submitted to the Education Faculty of Lindenwood University in partial fulfillment of the requirements for the degree of Doctor of Education School of Education Inclusive Education for Preschool Learners with Autism: A Program Evaluation by Rachel C. Morgan This dissertation has been approved in partial fulfillment of the requirements for the degree of Doctor of Education at Lindenwood University by the School of Education Declaration of Originality I do hereby declare and attest to the fact that this is an original study based solely upon my own scholarly work here at Lindenwood University and that I have not submitted it for any other college or university course or degree here or elsewhere. Full Legal Name: Rachel Christine Morgan Acknowledgements I would like to gratefully acknowledge and thank Dr. Susan Isenberg for her incredible dedication in supporting me during the daunting and endless hours necessary in completing this dissertation. Her vast expertise in the field of andragogy, generosity with her time, and patience with endless edits were invaluable. I thank Dr. John Henschke, a beacon of light throughout my doctoral program and dissertation writing. The many conversations we had, provoking critical thinking and self-reflection were incredibly enriching and invaluable to finishing my research. I thank Dr. Stephen Sherblom who provided support and expertise in reporting out my qualitative data by provoking critical thinking and guiding me to the right answers. I would like to recognize and thank all the research study participants for their time and dedication to the early childhood field. The passion at the learning center is impressive and a great model for other programs. Their willingness to participate and share their perceptions and perspectives on this topic are greatly appreciated. I thank Susan Newton, for being an amazing colleague, and best friend who always kept my coffee cup and wine glass full, depending on the time of day. I thank my in-laws, Charlie and Janice Morgan, for your support, and always being there for my kids when I needed to write. I thank my children Adam, Paige, Hailey, and Collin, for understanding and supporting me during all those long hours of writing that took me away from you, and most of all for believing in me. Finally, to my husband and confidant Jeff Morgan who never stopped encouraging me in chasing my dreams, and who took the leap of faith with me. I would not have wanted to take this journey with anyone else by my side. i Abstract This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings. The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self- reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes. The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and ii responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change. The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience. iii Table of Contents Abstract ............................................................................................................................... ii Table of Contents ............................................................................................................... iv List of Tables ...................................................................................................................... x List of Figures .................................................................................................................... xi Chapter One: Introduction .................................................................................................. 1 Background ..................................................................................................................... 1 Purpose of the Study ....................................................................................................... 5 Rationale ......................................................................................................................... 6 Research Questions ......................................................................................................... 9 Limitation ...................................................................................................................... 10 Delimitation .................................................................................................................. 10 Assumptions .................................................................................................................. 10 Definition of Terms....................................................................................................... 10 Summary ....................................................................................................................... 13 Chapter Two: The Literature Review ............................................................................... 14 Historical Perceptions/Perspectives on Inclusive Education ........................................ 14 Schoolwide Integration Framework for Transformation (SWIFT) .............................. 18 Engagement of Every Preschooler ................................................................................ 23 History of Early Childhood Classroom Assessments ................................................... 26 Early Childhood Environment Rating Scale (ECERS-R). ........................................ 27 Scale for Teachers’ Assessment of Routines Engagement (STARE). ...................... 28 Inclusive Classroom Profile (ICP). ........................................................................... 29 iv Andragogy – Adult Learning Theory. ...................................................................... 32 Instrumentation ......................................................................................................... 36 Transformative Learning .............................................................................................. 37 School Leadership ......................................................................................................... 40 Connection Between Leadership and Transformational Change.................................. 44 Summary ....................................................................................................................... 48 Chapter Three: Methodology ...........................................................................................
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