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Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD

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posted on 07.09.2012 by Lisa G. Burke
Teachers face the challenge of meeting the reading comprehension needs of students with autism spectrum disorder (ASD) in content area classrooms with the increased focus on teacher accountability and standards-based reform. No research has studied teachers’ perceptions related to this area. The purpose of this study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with ASD in their classrooms. More specifically, an in-depth exploration of 10 teachers’ planning, teaching and assessment practices, and incorporation of reading comprehension strategies was conducted. Using a qualitative approach, teachers’ perceptions of their teaching practices were studied through in-depth interviews and artifact exploration. Five major themes surfaced from the data. The first theme explains how teachers described teaching reading in the social studies classrooms. The second theme addresses the reading comprehension skills, practices, or strategies that the teachers reported they are using. The third theme involves the teaching practices the teachers described using to meet the needs of all learners in an inclusionary setting. The fourth theme discusses how teachers planned given that they have a student with ASD in their classroom. Finally, the fifth theme explains the assessment practices the teachers’ reported using to meet all students’ needs. Future ideas for research and implications for practice are discussed.

History

Advisor

Hsieh, Wu-Ying

Department

Special Education

Degree Grantor

University of Illinois at Chicago

Degree Level

Doctoral

Committee Member

Donahue, Mavis Lopez-Reyna, Norma Tejero Hughes, Marie Meyer, Debra

Publisher Statement

Dissertation Spring 2012

Language

en_US

Issue date

07/09/2012

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