High Functioning Students with Asperger's Syndrome in Regular Education Classes Versus Special Education Classes

Date of Award


Document Type

Restricted Dissertation

Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Connie Sue Greiner, Ed.D.

Second Advisor

Angela Smith, Ph.D.

Third Advisor

Roblena Walker, Ed.D.


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.

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