General education teacher

perceptions of self-efficacy
pertaining to serving
children with autism in inclusive
settings
Doctoral Defense
by Jennifer Hutchins Condrey

What is the Problem?

As autism numbers rise, so do the
numbers of children with autism being
fully included in general education
(GE) classrooms where general
educators teach them (Goodman &
Williams, 2007).
More educators endorse the concept
of inclusion than those willing to
participate in inclusive classroom
settings (McLeskey & Waldron, 2001).
65% GE teachers support
30% feel they are prepared
(Scruggs & Mastropieri, 1996)

There is compelling need to improve the preparation of teachers

required to serve these students (Rosenweig, 2009).

Literature Review
Factors influencing self-efficacy:
PERCEPTIONS OF SUPPORT
Collaboration (Co-Teaching)
Even in collaborative settings, fuzzy
line between who does what (LamarDukes 2005)
Administrative Support
Gap in link between principals and
their teachers (Strauss, 2012)
Principals have little experience, and
typically like it that way (Skuller, 2011)

Teacher attitude toward inclusion is mediated by teacher perception,

yet without administrative support to provide these things for them,
teachers will continue to have poor perceptions,
and inclusion will not be successful (Bulgreen, 1996).

Literature Review
PERCEPTIONS OF PREPAREDNESS
Training
One-size-fits-all; Need specific
training, especially in behaviors and
emotional needs (Messemer, 2010)
Experience
Autism Society of America (2014) Over 15 million Americans directly
impacted by ASD
Lack of research on personal impact, but
inclusion experiences improve
perceptions of self-ecacy.

A lack of adequate and formal training on autism

is consistently related to less positive attitudes toward inclusion.
Such a finding has clear implications for school districts wanting to
increase positive attitudes toward inclusion of students with autism
in regular education classrooms (Wilkerson, 2012).

Literature Review
PERCEPTIONS OF STUDENTS
Level of Severity
Teachers favor certain disabilities
(Hannah, 1988)
Gifted students = more attention
(Tilzer, 1987)
Certain labels = more restrictive
environments (Praisner, 2003)

Teachers are working so hard to help their regular students

making the necessary accommodations or adaptations for students in
special education may become overwhelming (Pehrson, 2011).

As schools are increasingly challenged to serve a

diverse student population,the concern is no longer
whether to provide inclusive education, but how to
implement inclusive education in ways that are
both feasible and eective in ensuring schooling
success for all children.
- Baker et al., 1994

Methodology
Research Question - What factors
influence the perception of self-ecacy for
K-5 general education teachers working
with students with ASD in inclusive
settings?
Method - Mixed Methods (QUAN-Qual)
Demographics - Small rural school district
in WNC
Quantitative Research - Online survey
based on Antonak & Larrivees (1995) ORI
(Opinions Relative to the Integration of
Students with Disabilities)
Qualitative Research - Personal interviews

Research Results
OVERALL RESULTS
Quantitative Data - Teachers were generally
more positive than negative.
Qualitative Data - Teachers were mostly
positive; Regardless of attitude at the
beginning, teacher perceptions of selfefficacy improved as experiences with
students with ASD in inclusion
settings increased.

Research Results
(I) BENEFITS OF INCLUSION
Both Quantitative & Qualitative Data Most positive area by far; Inclusion fosters an
understanding and acceptance of dierences
among students.
Qualitative Data: Student perceptions
impacted inclusion success; Student
perceptions are influenced by some of
the same factors as teacher
perceptions.
HFA vs. LFA
Preparedness
Age Factor

Research Results
(II) CLASSROOM MANAGEMENT
Quantitative Data - Overall concern, mostly
due to anticipation of disruptive behaviors.
Qualitative Data - Much more positive
attitude than reflected in numbers (very
little change in planning; very few reported
behaviors).
Dierence b/t HFA vs. LFA
Academics
Behaviors

Research Results
(III) EC vs. INCLUSION
Both Quantitative & Qualitative Data Students with autism can best be served in
general education classrooms.
Qualitative Data - While almost every
teacher detailed at least two inclusion success
stories, not everyone was convinced that
students with LFA were best served in
inclusive settings.

Research Results
(IV) PREPAREDNESS
Both Quantitative & Qualitative Data Lowest area of self-ecacy overall.
Quantitative - Instrument gauged
preparedness in terms of training.
Qualitative - Interview participants who
felt most unprepared sensed need for more
training. Those with higher sense of
self-efficacy did not cite training as
source of confidence for teaching
students with autism in inclusion
settings.

Research Results
(IV) PREPAREDNESS (cont.)
Qualitative - Unlike the survey, many other
factors were addressed regarding
preparation for inclusion.
Family members with disabilities
Working with children with ASD in
other capacities
Training is NOT
Synonymous with Preparedness

Research Results
(EXTRA) SUPPORT
Qualitative Data only - Wide range, from
nonexistent to amazing; All needed more
Sources of support:
Parents - #1 cited source
Related Services / Outside
Agencies - Cited more often than
EC Teachers/Previous Teachers
Administration - Only mentioned
as disciplinarians, or nonexistent
support

Summary
Teachers showed positive attitudes toward inclusion, although they dont necessarily
feel prepared to implement it.
Despite a teachers overall attitude at the beginning of an inaugural inclusive school year,
teacher perceptions of self-ecacy improved as experiences with students with ASD
in inclusive settings increased.

Based on this research, the three largest influences on self-efficacy were:

(1) Personal experience with children with ASD or other disabilities;

(2) Open communication with parents before and during an inclusion experience;
(3) An established environment where all students are accepted and respected.

Connection to the Literature

PERCEPTIONS OF PREPAREDNESS
Connection - Teachers who supported the
idea of inclusion did not necessarily feel
prepared to implement it.
Disconnect - Lack of research regarding
teachers personal experiences with ASD, but
evidence in this study to show it has a
positive impact on feelings of preparedness.
Disconnect - Literature attributed poor
perceptions of self-ecacy to lack of training,
yet teachers did not cite training as source of
confidence.

Research on teachers attitudes toward inclusion has repeatedly shown

that an alarming number of general education teachers lack confidence
and feel unprepared to eectively service students with special needs
(Jones-Wilson, 2011).

Connection to the Literature

PERCEPTIONS OF SUPPORT
Connection - Teachers who felt supported
reported more positive inclusion experiences;
Team, Family.
Disconnect - Literature cited co-teaching &
administration as main sources of inclusion
support; Teachers in this study listed a variety
of resources, none including co-teaching or
administration.
Disconnect - Administrator is responsible for
training, common planning time, and
development of the sta s attitude toward
inclusion (McKelvy, 2008); Teachers in this
study view administration as disciplinarians at
best.

Many general education teachers with poor self-ecacy cited

lack of support for resisting inclusion (Lee, 2013)
Inclusion is too costly in terms of time and eort to implement
independently (Allsopp, 1997).

Connection to the Literature

PERCEPTIONS OF STUDENTS
Connection - Teachers who set high
expectations and aimed to treat them like
everyone else, reported more positive
classroom dynamic and student success
overall.
Disconnect - While teacher concerns
regarding behavior were similar to those in
literature in the beginning, teacher
perceptions changed over time.
Disconnect - Researchers such as Skuller
made generic statements about behaviors
without considering spectrum (HFA vs. LFA)

Teacher attitude toward inclusion is mediated by teacher perception of

the time and eort necessary for implementation (Bulgreen, 1996).

Connection to the Literature

PERCEPTIONS OF STUDENTS
EC vs. Inclusion
Connection - Literature & Quantitative Data
represented variety of support of inclusion, with
level of severity aecting perceptions of selfecacy. Not all students with autism will benefit
from or belong in the inclusion model (Simpson et
al., 2003).
Disconnect - While this study supports
implication that students with HFA are more
successful, there was no evidence of
discrimination. Teachers held high expectations
and positive attitudes toward all students.

Positive teacher responses to students with disabilities were strong

predictors of the success of inclusion (Olson et al., 1997), while
teachers who subscribe to a disease model of disability make
consistent attempts to reduce the diversity
in their classroom (Jordan, 2003).

Connection to the Literature

PERCEPTIONS OF STUDENTS
Benefits of Inclusion
Connection - Students with ASD improved
language development, social skills, & selfconfidence; Neurotypical peers reported
increased awareness and acceptance.
Qualitative Data shows similar reports,
including students with ASD blossoming,
and neurotypical peers becoming more
compassionate.
Disconnect - While literature reports
improved attitudes of teachers after inclusion
experiences, no research exists on personal
connections to students with ASD.

No other trend in education will have more far-reaching eects

than the inclusion of children with autism into the social lives
of their same age peers (Zager, 2005).

Summary
Research past & present - Disconnect b/t support of inclusion & comfort
level of implementing it
Past research & current quantitative instrument defined factors of selfecacy in narrow terms.
Preparedness = Training
Support = Administration & Co-Teaching
Autistic Behaviors - disruptive acts that monopolize the general classroom
teachers time & steal attention to the detriment of other students, disregard
of spectrum

Recommendations for Further Study

ALTERNATIVE SUBJECTS
Non-Classroom Sta - Specials Teachers;
Assistants; EC Teachers; Administration;
Neurotypical Students; Parents
Personal Experiences of Inclusion Teachers Teachers with EC children of their own;
Teachers with diagnoses; Being a parent
HFA vs. LFA - Based on distinct
differences b/t experiences (although all
positive), research needs to make
clearer distinction in cognitive levels

Recommendations for Further Study

ALTERNATIVE RESEARCH DESIGN
Experimental design - gauge teacher (or
student) perceptions before/after inaugural
year of inclusion.
ALTERNATIVE SETTINGS
Charter Schools - Counseling out EC
students; What is your ratio?
Impact on Parent/Teacher Collaboration
Impact of Student Preparation
Prompt-Dependency

What can WE do to improve?

Recommendations for Improvement

REVAMP TRAINING
While it increases knowledge, it does not
aect attitude.
Sta-Wide to Improve Perceptions
(sensitivity training)
Sta-Wide for Consistency (year-to-year)
Sta-Wide for Common Knowledge (all sta
are responsible for our children)
Student Training

Recommendations for Improvement

COLLABORATE BEYOND THE
CLASSROOM
Teachers view outside sources as
knowledgeable (i.e. private therapists,
behavioral specialists)
There exists a clear conflict b/t school
systems & outside agencies.
I felt like I was being bounced back and forth,
back and forth, and in the meantime, Ive got this
kid that I am not sure I am benefitting. It was
frustrating.

Recommendations for Improvement

DISTRICT-WIDE MODEL FOR
INCLUSION
There are few, if any, mandated guidelines
for what inclusion should look likethe
concept of place has taken priority over
how children are taught (Dybvik, 2004).
Teachers left on their own, without guidance.
They just throw that awful, you went to
school for it, you have a degree in this, youre
the expert.
What is a successful inclusion program?
Autism Program Quality Indicators: Selfreview and quality improvement guide for
programs seeing students with autism (New
Jersey Department of Education, 2004)

Limitations
Sample size - Elementary school teachers;
Small rural school district
Demographic - Represented variety of ages
& yrs of experience, but lacked gender &
racial diversity; Researcher studied her own
school district
Responses - Number of interviews were
obtained, but response rate for survey was
less than expected
Quantitative Clarification - Unclear how
survey participants defined student with
autism (HFA or LFA?).

Closing Thoughts
One area had a lasting eect on GE teacher perceptions of
self-ecacy in general. - PERSONAL CONNECTIONS
It just made me think about my own kids and how teachers
aect them. I mean, it really made it personal.
I will forever be impactedthe heartbreak of those parents. No
parent wants to hear their child is broken. It made me so
thankful for my healthy childrenI will never forget it. I will
never forget the family. I will never forget him.

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References
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