M.S. Ed. (Master of Education)
Department of Special and Early Education
This study explored parents' perspectives about inclusive education for their children with autism in the state of Illinois, USA. A qualitative ethnographic research design was used to analyze data from Skype interviews with five parents of children with autism (Pre-K through fifth grade). Parents were recruited using a convenience sampling technique, and subjective data was collected through semi-structured interviews. Participants' responses were analyzed through developing descriptive and interpretative emerging themes and their given codes. Seven emerging themes arose from the parent interviews. These themes revealed that although parents believe that inclusive education is an effective and beneficial program for their autistic children, these children require additional resources from general education teachers and school districts to help them cope with their educational needs and behavioral issues. However, some parents expressed empathy for general education teachers in inclusive classrooms that outweighed other concerns they may have had and allowed them to place their children in these environments for their benefit. This study's findings will help improve services for children with autism and resolve parental concerns about placing their children in inclusive education.
Abbasi, Rahma, "Parents' perspectives about inclusive education for their children with autism" (2017). Graduate Research Theses & Dissertations. 4274.
vi, 68 pages
Northern Illinois University
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Advisors: Jeff Chan.||Committee members: Vicki Collins; Stephanie DeSpain; Erika Pinter.||Includes bibliographical references.