Title
High Functioning Students with Asperger's Syndrome in Regular Education Classes Versus Special Education Classes
Date of Award
7-1-2017
Document Type
Restricted Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Connie Sue Greiner, Ed.D.
Second Advisor
Angela Smith, Ph.D.
Third Advisor
Roblena Walker, Ed.D.
Abstract
The goal of this quantitative study was to determine whether the best educational placement for students with Asperger’s Syndrome is in the regular education classroom or in the special education classroom. This was done using Likert scale surveys to elicit information from parents of students with an autism spectrum disorder. The results clearly indicated parents are generally dissatisfied with inclusionary practices. Further studies might be designed to include qualitative information, as well as broadening the research population, which is underrepresented in research. With the growing prevalence within the public school system of students with Asperger’s Syndrome, more research is warranted.