This dissertation examines the beliefs about inclusion held by educators and parents of children with Autism Spectrum Disorder (ASD). As a result of global inclusion initiatives, parent advocacy, and federal legislation, students with ASD are increasingly receiving at least some portion of their education in general education classrooms (United States Department of Education, 2012). Research has suggested that beliefs "permeate one's perception of a concept" (Stoiber, Gettinger, & Goetz, 1998, p. 109) and influence behavior (e.g., educational practice use), thereby shaping student outcomes (Pajares, 1992; Schommer, 1994). As such, beliefs are likely to figure prominently in the educational decision-making processes and to influence decisions about how best to include a child (Sansosti, 2008; Stoiber et al., 1998).Several studies that have examined the beliefs about inclusion held by parents of children with disabilities and by educators have found mixed results (see de Boer, Pijl & Minnaert, 2010; Scruggs & Mastropieri, 1996 for reviews). However, very few studies have directly compared parents' and educators' beliefs about inclusion, and few have focused specifically on beliefs about the inclusion of students with ASD. Research suggests that the parents of children with ASD may have different beliefs about inclusion compared to parents of children with other disabilities (Bitterman, Daley, Misra, Carlson, & Markowitz, 2008; Kasari, Freeman, Bauminger, & Alkin, 1999). Evidence also suggests that many educators may not feel prepared to work with children with ASD, and perceive them as requiring greater accommodation in order to be included in the general education environment, compared to children with other disabilities (Stoiber, et al., 1998). Thus their beliefs may not be adequately captured within the broader literature investigating beliefs about inclusion for children with disabilities in general. The current study addressed several gaps in the literature by measuring and comparing parents' and educators' beliefs about the expected academic and expected social outcomes of inclusion for children with mild ASD and borderline moderate ASD. Data were collected using an online survey consisting of demographic sections, vignettes depicting two different children with ASD, and belief scales designed to measure participants' beliefs about the expected academic and social outcomes of inclusion. The analyzed sample consisted of 89 parents of children with ASD who attended mainstream elementary schools, and 102 elementary school educators. The data were analyzed using a mixed, between- and within-subjects repeated measures ANOVA to examine the effects of group membership (parent of a child with ASD or educator), severity of disability (mild and borderline moderate ASD) and type of expected outcome (academic and social) on participants' beliefs about inclusion. The results suggested that both the severity of ASD and the type of expected outcomes affected participants' beliefs. Participants, on average, reported less positive beliefs about the expected outcomes of inclusion for the child described as having borderline moderate ASD symptoms, compared to the child with mild ASD symptoms. Participants also reported significantly more positive beliefs about the expected social outcomes, compared to their beliefs about the expected academic outcomes, of inclusion. No significant effects of group membership or interactions were found. The practical implications of these findings as well as suggestions for future research are discussed in the final chapter.
Read
