Degree Date

1-23-2024

Document Type

Thesis

Degree Name

Doctor of Education

Department

Education

First Advisor

Ric Dressen, Ed.D, Chair

Second Advisor

Jana Hennen-Burr, Ed.D

Third Advisor

Kristine Scallon, Ed.D

Abstract

This study involved a qualitative exploratory case study research design and employed in-depth online interviews as the primary data collection method. Participants were former or current special education teachers in Minnesota who had worked with Grade 2-6 girls on the autism spectrum and were sourced from professional networks, educational associations, online platforms, chain sampling, and snowball sampling. This study sought to elucidate the reasons behind the underidentification of girls eligible for autism spectrum special education services, streamline their qualification process, reveal practical educational strategies for academic, emotional, and social support, and furnish accessible resources and training alternatives for classroom teachers assisting girls diagnosed on the autism spectrum or eligible for autism spectrum special education services. Four key themes related to grade 2 to 6 girls on the autism spectrum emerged in this study: "Identification and Referral Challenges," emphasizing the need to broaden expectations and recognize diverse behaviors; "Qualification Challenges," highlighting concerns about standardized checklists and advocating for a tailored evaluation approach and enhanced collaboration among professionals; "Misidentification Challenges and Complexities," exploring unintentional and intentional misidentification, emphasizing the need for a flexible, culturally sensitive diagnostic process; and "Improving Educational Outcomes," which discusses effective classroom supports and accommodations for these girls, emphasizing the challenges in measuring educational outcomes and the need for realistic goal tracking within Individualized Education Programs (IEPs). Recommendations for educational leaders include enhanced training and professional development for teachers, collaborative evaluation practices with multidisciplinary teams, a critical review and update of evaluation tools, and mechanisms for continuous improvement in educational leadership practices.

Download

Share

COinS