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Record identifier : 569551
Personal Name - Primary Intelectual Responsibility : Sas, Patricia M
Title and statement of responsibility : Effective classroom interventions, strategies, and supports for the student with Asperger syndrome: Educators' perceptions [Thesis]
Publication, Distribution,Etc. : Southwest Minnesota State University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : M.S
Body granting the degree : , Southwest Minnesota State University
Summary or Abstract : This action research project, under the supervision of Debbie VanOverbeke, explored elementary classroom teachers, special education teachers, and paraprofessionals' familiarity and usage of Asperger syndrome interventions, strategies, and supports in southwestern Minnesota schools during the 2004/2005 school year. Twenty-three educators from five school districts participated in the study and were surveyed. Analysis of the data consisted of descriptive statistics to describe educators' familiarity and usage of Asperger syndrome interventions, strategies, and supports. Statistical data was supported with qualitative data collected through open-ended questions on the survey. The findings of this study revealed teachers serve students diagnosed with Asperger syndrome on a daily basis. The training needed to perform the job well ranged from having no training at all to having enough knowledge and training to assist the learner with Asperger syndrome successfully. The research showed educators had some exposure or were somewhat familiar with classroom interventions, strategies, and supports for assisting the learner diagnosed with Asperger syndrome. Results of this study provide relevant information for educators interested in Asperger syndrome interventions, strategies, and supports..
Topical Name Used as Subject : Elementary education
: Special education
Information of biblio record : TL
 
 
 
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