High School General Education Teachers' Perception of IEP Accommodations for Students with ...

181 Pages·2016·0.76 MB·English

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Theses and Dissertations
1-2-2016
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Mary Patricia Krones
Illinois State University, [email protected]
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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
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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
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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.

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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
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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

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