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Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities: The Relationship between Teachers' Priorities, Students' Achievements, and Educational Implementation

Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities: The Relationship between Teachers' Priorities, Students' Achievements, and Educational Implementation

Soonhwa Seok, Boaventura DaCosta
Copyright: © 2017 |Pages: 19
ISBN13: 9781522508168|ISBN10: 1522508163|EISBN13: 9781522508175
DOI: 10.4018/978-1-5225-0816-8.ch005
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MLA

Seok, Soonhwa, and Boaventura DaCosta. "Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities: The Relationship between Teachers' Priorities, Students' Achievements, and Educational Implementation." Supporting the Education of Children with Autism Spectrum Disorders, edited by Yefim Kats, IGI Global, 2017, pp. 66-84. https://doi.org/10.4018/978-1-5225-0816-8.ch005

APA

Seok, S. & DaCosta, B. (2017). Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities: The Relationship between Teachers' Priorities, Students' Achievements, and Educational Implementation. In Y. Kats (Ed.), Supporting the Education of Children with Autism Spectrum Disorders (pp. 66-84). IGI Global. https://doi.org/10.4018/978-1-5225-0816-8.ch005

Chicago

Seok, Soonhwa, and Boaventura DaCosta. "Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities: The Relationship between Teachers' Priorities, Students' Achievements, and Educational Implementation." In Supporting the Education of Children with Autism Spectrum Disorders, edited by Yefim Kats, 66-84. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0816-8.ch005

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Abstract

This study (N = 1,072) is presented with the objectives of (a) exploring dimensions of educational implementation that can be used to support students with autism spectrum disorder, intellectual and developmental disabilities; (b) investigating Special Education Teachers' (SETs) support priorities and their effectiveness; and (c) identifying the relationship between teachers' priorities and students' achievements. The investigation was conducted at 5 private and 33 public special education schools in 2013 and 2014. Factor analysis, correlation, and regression were used for the data analysis. The findings revealed four dimensions of the curriculum for the students using SETs' priorities—Daily Living/Coping Skills, Community/Home Skills, Emotional/Behavioral Difficulties, and Self-Care Skills. The teachers' priorities were in alignment with the emphases placed in their school educational programs. The teachers' top priorities were not aligned with those of the students. Finally, it was revealed that when the teachers held higher priorities, students' learning outcome improved.

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