IIlllliinnooiiss SSttaattee UUnniivveerrssiittyy IISSUU RReeDD:: RReesseeaarrcchh aanndd eeDDaattaa Theses and Dissertations 1-2-2016 HHiigghh SScchhooooll GGeenneerraall EEdduuccaattiioonn TTeeaacchheerrss'' PPeerrcceeppttiioonn ooff IIEEPP AAccccoommmmooddaattiioonnss ffoorr SSttuuddeennttss wwiitthh AAssppeerrggeerr SSyynnddrroommee Mary Patricia Krones Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the Elementary and Middle and Secondary Education Administration Commons, Secondary Education and Teaching Commons, Special Education Administration Commons, and the Special Education and Teaching Commons RReeccoommmmeennddeedd CCiittaattiioonn Krones, Mary Patricia, "High School General Education Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome" (2016). Theses and Dissertations. 514. https://ir.library.illinoisstate.edu/etd/514 This Dissertation is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. HIGH SCHOOL GENERAL EDUCATION ENGLISH TEACHERS’ PERCEPTION OF IEP ACCOMMODATIONS FOR STUDENTS WITH ASPERGER SYNDROME Mary Patricia Krones 169 Pages The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher’s perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi- structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; general education English teachers are committed not only to forming relationships with students with Asperger Syndrome, but often take it a step further, taking on the role of advocating for the student as well as encouraging the student to advocate for himself or herself; and general education English teachers are committed to doing what works for the student, regardless of what information can be found in the IEP document. KEYWORDS: Asperger Syndrome, Autism, General Education Teacher, High School, Individualized Education Plan, Special Education HIGH SCHOOL GENERAL EDUCATION ENGLISH TEACHERS’ PERCEPTION OF IEP ACCOMMODATIONS FOR STUDENTS WITH ASPERGER SYNDROME MARY PATRICIA KRONES A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION School of Teaching and Learning ILLINOIS STATE UNIVERSITY 2016 © 2016 Mary Patricia Krones HIGH SCHOOL GENERAL EDUCATION ENGLISH TEACHERS’ PERCEPTION OF IEP ACCOMMODATIONS FOR STUDENTS WITH ASPERGER SYNDROME MARY PATRICIA KRONES COMMITTEE MEMBERS: Gary Weilbacher, Chair Douglas Hatch Ryan Brown Stacey Jones Bock ACKNOWLEDGMENTS It is hard to believe this doctoral journey is coming to completion. When I began the process a few years ago I had recently lost my dad, and my mom was receiving treatment for ovarian cancer. My parents, Jim and Judy Krones, have truly been the biggest influence on my education throughout my life. Their work ethic, people skills and encouragement have provided lessons in all aspects of my life. My mom passed away while I was completing the coursework for this degree-I made her promise me that she would be my doctoral angel and give me the strength to finish this dissertation. I have no doubt that both of my parents are proud of me, and I have them to thank for helping me to believe in myself even when the obstacle seems quite large. I also want to thank my sisters, Laurie Kellen and Jacquelyn Krones, and my brother, Richard Krones. From assisting with proofing and editing to checking in with me, to understanding why my free time was often spent writing papers and working on my dissertation over the past few years, I thank you. Your love and encouragement have meant more than I could ever express. I also thank my friends who have heard “no” many more times than “yes” over the past few years, but continued to keep me sane by forcing me out on occasion. I look forward to saying “yes” and catching back up on life. I would also like to thank the administrators in my school district, both current and retired, who agreed to invest in those of us who were part of this doctoral cohort. Without their support and innovative thinking, I highly doubt I would be where I am i today. Along with the administrators in the district, I am indebted to the teachers who agreed to participate in this study. Their insight, honesty, and more importantly, dedication to their students are what made this study interesting and meaningful. I would like to thank my dissertation committee members, Dr. Douglas Hatch, Dr. Ryan Brown, and Dr. Stacey Jones Bock for offering insight and guidance through this dissertation process. Finally, I would like to thank my Dissertation Chair, Dr. Gary Weilbacher. Dr. Weilbacher’s encouraging words, quick turn-around time, guidance and perspective have made this process motivating, fun, and rewarding. I am honored to be the one of the first of many of your students to complete a dissertation under your guidance as a Chair. M.P.K. ii CONTENTS Page ACKNOWLEDGMENTS i CONTENTS iii TABLES vi CHAPTER I. INTRODUCTION 1 Background, Context, and Theoretical Framework 3 Background 3 Context 4 Theoretical Framework 5 Statement of the Problem 9 Purpose and Scope of the Study 10 Research Questions 10 Significance of the Study 11 Definitions 11 Assumptions 13 Limitations 14 Summary 14 II. REVIEW OF LITERATURE 16 Historical Context of Special Education 16 Understanding Asperger Syndrome 23 Conceptualizing Asperger Syndrome 27 Asperger Syndrome in the Schools 31 General Educator Attitudes and Beliefs about Inclusion 34 General Educator Attitudes and Beliefs towards Students with Autism 39 Summary 47 iii III. RESEARCH DESIGN 49 Statement of the Problem 49 Rationale for Qualitative Research 50 The Role of Qualitative Research in Education 51 The Phenomenological Design 53 Research Sites and Participant Selection Process 56 Research Site 56 Research Participant Selection Process 57 Data Collection 60 Data Collection Process 62 Data Analysis 66 Trustworthiness and Authenticity 70 Ethical Issues 72 Summary 74 IV. RESULTS, ANALYSIS AND DISCUSSION 75 Participant Profiles 75 Research Issue and Findings 79 Uniqueness/Individuality of Students with Asperger Syndrome 80 The Importance of Relationships 81 Involvement in the IEP Process 85 Role of Advocacy 88 Minimal Information in the IEP Document 92 Challenges with Social and Interaction Skills 94 Challenges with Self-Regulation 96 Perception of IEP Denoted Accommodations 100 Non-IEP Denoted Accommodations 105 Effectiveness of Accommodations 109 How Accommodations are Derived 112 Experience 115 Support from Special Education 118 Access to Specific Information 119 Post-Script: The Rest of the Story 121 Summary 123 iv