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dc.contributor.advisorWegner, Theresa
dc.contributor.advisorSkoning, Stacey
dc.contributor.authorRasch, Casanna
dc.date.accessioned2023-10-24T15:58:16Z
dc.date.available2023-10-24T15:58:16Z
dc.date.issued2014-08
dc.identifier.urihttp://digital.library.wisc.edu/1793/84653
dc.description.abstractThe purpose of this study was to examine general education teachers' attitudes regarding the effects that inclusion of students with Autism Spectrum Disorder have on their academic performance, social relation skills, and behaviors, as well as on their peers without disabilities. This study included a data analysis of general education teachers' viewpoints based on a Likert scale and an interview to determine the teachers interviewed supported inclusion and encouraged it within their own classroom. The findings from this study were consistent with previous research regarding the positive opportunities of inclusion. The positive perceptions of teachers hold a promise for inclusive classrooms, educators, students, and future research.en_US
dc.language.isoen_USen_US
dc.subjectinclusionen_US
dc.subjectgeneral education teacheren_US
dc.subjectAutism Spectrum Disorder (ASD)en_US
dc.titleGeneral Education Teachers Views on Academic Performance, Social Relations, and Behaviors of Inclusionen_US
dc.typeField projecten_US


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