Speaker(s):
Rachel Morgan, EdD, CAS
Presentation: This presentation is an overview of the current doctoral research Rachel just completed. We will explore the perceptions and perspectives of leaders and practitioners with regards to 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 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, until now, has been done with regards to the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings.
A standalone intervention experience for the study participants was utilized by offering two self-assessments and a 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 practitioners that work with learners with autism, and practitioners, who are responsible to implement the supports for those learners. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and 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 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 educational experience.
Objectives:
- Define Inclusive Education
- Identify the real barriers to inclusive education
- Provide current research on perceptions and perspectives of leaders and practitioners in the field of disabilities
- Utilize Andragogical Theory & Methodology to address beliefs, values, & attitudes
Slides and Handouts:
Morgan_Inclusive Education
