Leading the Social Development of Students with Autism Spectrum Disorder: Para-Educator Perspectives
Abstract
Abstract
The purpose of this study is to explore para-educator perspectives on implementing social development strategies for students with autism spectrum disorder (ASD). In the academic setting, students with ASD, receiving services through an individualized education plan (IEP), have the option to receive para-educator support.
Social development growth opportunities naturally occur throughout the school day, placing para-educators in situations where implementing social development support can enhance this growth. How do para-educators perceive this role as social development supporters? Do they feel equipped to implement social development support in the general education setting?
This study used a mixed methods design, through a survey. Systems thinking approaches were utilized to explore para-educator perspectives on the delivery of social development skills to students with autism spectrum disorder.
Date Capstone Completed
8-2022
Document Type
Thesis
Degree Name
Masters of Science in Educational Leadership
Department
Leadership Education - Graduate Studies
Advisor
Steven Baule
Location
Austin
Recommended Citation
Morehouse, Michelle, "Leading the Social Development of Students with Autism Spectrum Disorder: Para-Educator Perspectives" (2022). Leadership Education Capstones. 76.
https://openriver.winona.edu/leadershipeducationcapstones/76
