Examining Expectations of General Education Teachers’ of Students with Autism Spectrum Disorder & Its Relationship to Academic Instruction

Examining Expectations of General Education Teachers’ of Students with Autism Spectrum Disorder & its Relationship to Academic Instruction
Tonya Trepinski
Baylor University

Introduction

As a teacher in the public school system for ten years, this researcher has had the privilege of working with students with special needs, in particular, with students on the autism spectrum. While in the classroom, she has observed a disturbing trend that students on the autism spectrum are not being given the same high expectations as their peers in the general education classroom. Author and mother of a child with autism, Lisa Jo Rudy says, “It’s not unusual for teachers of children with autism to have lowered expectations of their students’ intellectual abilities” (“Education and Autism – Educational Options for Children with Autism,” n.d., para 3). Unfortunately, due to many reasons ranging from a lack of professional development for teachers to stereotypical assignment of cognitive abilities, students on the autism spectrum are not being challenged academically and their expectations are lower than those students without disabilities. Many that hear the label autism spectrum disorder (ASD) do not think of that student as being capable of high expectations. These lower expectations correlate with a poorer education for the student. In a book on educational implications of the self-concept theory, the authors confirm this stating, “Empirical and experimental data demonstrate a direct relationship between the child’s self-concept and his manifest of behavior, perceptions, and academic performance” (LaBenne & Greene, 1969, p. iv). Teacher’s expectations of students play a major role in the instruction they will receive. “Students base their attributions for success and failure on cues from the classroom teacher about the students’ competence” (Clark, 1997). In a study conducted with students in high school, the researchers found that students with higher-ability found more self-concept from home, whereas the students of lower-ability found theirs from school (Liu & Wang, 2008). Students with disabilities in particular depend on feedback and guidance of what they are capable of achieving. The student looks to their teacher as more than a facilitator of instruction; they are the thermometer of the child’s self-worth. The self-concept theory purposes that people validate their own existence from perceptions of external resources (LaBenne & Greene, 1969). In an article that researched the relationship between classroom climate and self-concept, it stated that “classroom environment was the dominant predictor of students’ academic self-concept…” (Liu & Wang, 2008). Students with ASD need high expectations from their instructors in order to have a stronger self-concept and in turn, perform better academically.

Statement of Problem Autism Spectrum disorder is becoming a larger population of people every day. According to the Centers for Disease Control and Prevention, the current prevalence numbers are 1 in 110 ("CDC - Data and Statistics, Autism Spectrum Disorders - NCBDDD," 2010). As stated before, autism is a spectrum disorder. There are a varying degree of forms of autism, but the prevalent characteristic among them all is an inability to relate to others and other social abnormalities (Scott, Clark, & Brady, 2000, p. 2). These social abnormalities can cause teachers to misunderstand behaviors of students with autism and in turn, lower their expectations (Leblanc, Richardson, & Burns, 2009).
Educators have an important role not only in recognizing a child has special needs, but assessing and implementing the best instruction and expectations for that child. In 1975, the United States Department of Education introduced the Least Restrictive Environment (LRE) to the nation as a part of the Individuals with Disabilities Education Act. The LRE is a set of regulations giving all children, no matter what the disability, a free and appropriate public education (FAPE) (“Least Restrictive Environment (LRE): A Simplified Guide to Key Legal Requirements,” 2009, p.1). When concerning students with ASD, the most important word in that acronym is “appropriate” and while educating children with autism spectrum disorder can be a challenge for teachers in general education, it is important to give them curriculum that is going to facilitate learning. Purpose of Study A review of literature reveals that there have been many studies conducted in the area of autism research; however, little emphasis has been given concerning the teachers’ expectations in the classroom of students with ASD. The purpose of this case study will be to understand the relationship between the attitudes of general education teachers’ concerning expectations of students with ASD and how it relates to the academic instruction of the student through the lens of the self-concept theory. The following questions will be addressed: • What are the influences on teachers that lead to higher expectations of students with ASD? • What is needed in order to change low expectations of teachers of students with ASD? • How do low expectations of performance affect these students’ self-concept? • How do high expectations of performance affect these students’ self-concept? • How does the self-concept of students with ASD affect their learning?

With the push for inclusive classrooms, general education teachers need to have more professional development to educate them on the spectrum of autism. An article in the journal of Teacher Education and Special Education cites studies that share teachers’ feedback that highlights “feelings of inadequacy when it comes to effectively dealing with children with ‘identified special needs’” (Leblanc, Richardson, & Burns, 2009). Too often general education teachers are given little to no notice that they will have a child with ASD in their classroom. Their lack of education concerning the disorder can stimulate a stereotyped assessment of a student with ASD. In turn, that faulty assessment can affect the teachers’ expectations of the student with ASD. In conclusion, the often lowered expectations of the student with ASD can create an inappropriate instructional approach from the teacher.
Overview of Methodology
Selection of Site and Participants This purposeful maximal sampling (Creswell, 2005) will include approximately 4 student age participants from a particular district. The study will also include approximately 4 general education teachers from that same district. Students and teachers will be selected per the criteria list below and availability of schedules with no specific chronological age required. Criteria for inclusion of the students in the study will include the following: (a) individuals must have a diagnosis of autism spectrum disorder per the DSM IV Criteria; (b) individuals must currently be enrolled in China Spring Independent School District and be place in some type of inclusive instruction for at least one hour of each day; (c) individuals must have some form of communication in order to participate in interviews; (d) parent/guardian of individual must sign the appropriate consent forms before the beginning of the study; (e) at least one general education teacher of record for the student must be willing to allow observation of the student in their class. Criteria for inclusion of the teachers in the study will include the following: (a) individuals must be the instructor on record for a child with autism spectrum disorder for at least one hour of each day in CSISD; (b) individual must sign the appropriate consent forms before the beginning of the study; (c) individuals must be willing to participate in interviews and allow accessibility to researcher to observe interaction with the student/s with autism spectrum disorder.
Data Collection Over a 6-month period, the researcher will collect multiple types of data of both students with autism spectrum disorder and the teachers of students with ASD. Interviews will be conducted at the beginning and end of the study, with reflective interviews when needed. The reflections will be structured as to their experiences with each other (teacher of ASD and student with ASD). They will be semi-structured in content so as to allow flexibility. The researcher will use direct interpretation and compare it or look for patterns with the other observations and interviews. Observations will be once a week, conducted as a participant-observer in order to create an added benefit for the teacher allowing participation and to allow students to become comfortable with my presence in the classroom. Recording of observation will be conducted directly after observation. The first quantitative study will be a comparison of pre-instruction and post-instruction administration of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984). It will be administered at the beginning of the year, prior to initial instruction from the teachers, and then in the winter, post instruction from the teachers. This quantitative instrument is designed to measure areas of self-concept on a global scale, and is appropriate to the development level of all children (Marsh, Craven, Debus, 1991). The second quantitative tool that will assess the students’ academic achievement level will be a comparison of the fall and then winter benchmark tests that consist of previous TAKS tests in both reading and mathematics. The instrument of evaluation of the teachers participating in this study will consist of interviews, observations, and data such as (but not limited to) journals, emails, and text messaging. Teachers will be encouraged to keep a journal documenting their experiences with their student with ASD. A journal will be provided at the researcher’s expense. Teachers will be asked to journal using their initial interview questions as a guide. The following questions will be asked at the first interview: 1. Can you tell me what ASD is and what characteristics are common for students with ASD? 2. Have you had professional development concerning instruction of students with ASD? 3. Have you had professional development concerning any students with disabilities? 4. What are your proposed teaching strategies for your students with ASD? 5. How do you feel about teaching students with ASD? 6. What are your expectations of students with ASD?
Data Analysis Through a triangulation of the qualitative data, the researcher will use content analysis. This analysis will be theory driven based on the theory of self-concept and its relationship to expectations and instructional outcome. The computer program HyperRESEARCH will be utilized in order to organize and disseminate data compile manually by the researcher. Quantitative data accrued will be analyzed using T-Tests.
Conclusion
Throughout the generations, part of educating a student has involved building a child’s confidence in their ability to succeed. Silvernail (1981) says that one of the most important principals in working with students is that “teachers must plan for the self-concept development of their students” (p. 41). Students with a disability need this same instruction of self-confidence. For too long, students with a disability have been dismissed as not important or shuffled through the system without thought or concern to their self-perception or self-concept. According to the Purkey and Novak (1996), self-perception is one of the most significant perceptions in relation to a person’s identity. Self-perception is the view of who one is and how that person fits in the world around them. Self-perception is created through self-concept. Self-concept is made up of interactions with people and places. It is a way of seeing yourself through someone else eyes. An example given in a book about self-concept included a young girl’s announcement that she was an honest person. When her parents asked her how she knew this, she said it was because her teacher had allowed her to grade some papers (Purkey & Novak, 1996). In most education systems, students are in school five days a week for approximately 7 hours a day. Students spend a majority of the school year with their teachers. The influence a teacher has on the student is astronomical. According to LaBenne and Greene, “Exactly how important a teacher can be in the life of any child can be seen in countless testimonials given each year by people who recall that the most significant person in their lives was their teacher” (1969, p. 23). If a teacher has incorrect preconceived ideas of a student, it can negatively affect a child’s self-concept and most likely their academic performance. Davidson and Lang (1961) conducted a study showing that the better the children’s perception of their teacher’s feelings about them, the better their academic achievement. This theory was tested and proved to be true in a dissertation by LaBenne in 1965 that studied the relationship between student and teacher in a school for the handicapped (as cited in LaBenne & Greene, 1969). A Baylor University dissertation comparing self-concept of disabled and non-disabled, also concluded that students with disabilities had a lower self-concept in relation to teacher’s influence (Rosser, 1973). Students with ASD often have their academic ability incorrectly perceived. Many times, due to their inability to participate in normal social exchanges, teachers think that they have low IQs or are unable to learn (Scott, Clark, & Brady, 2000). This misconception perpetrates low self-concept and therefore, lower academic performance than the student is capable of achieving.

References

Autism Now [Television series episode]. (2011, April 25). In Autism now. PBS.
CDC - Data and Statistics, Autism Spectrum Disorders - NCBDDD. (2010, May 13). Centers for Disease Control and Prevention. Retrieved November 18, 2011, from http://www.cdc.gov/ncbddd/autism/data.html
Clark, M. (1997). Teacher Response to Learning Disability: A Test of Attributional Principles, Journal of Learning Disabilities, v30(1), 69-79
Creswell, J. W., & Creswell, J. W. (2007). Qualitative inquiry & research design: choosing among five approaches. Thousand Oaks: Sage Publications.
Davidson, H. (1961). Children 's perception of their teachers ' feelings toward them related to school achievement and social class. Acta Psychologica, 19, 423-424. doi: 10.1016/S0001-6918(61)80187-X
Harter, S. & Pike, R. (1984), The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55, 1969 - 1982
LaBenne, W. D., & Greene, B. I. (1969). Educational implications of self-concept theory. Pacific Palisades, CA: Goodyear Pub.
Leblanc, L., Richardson, W., & Burns, K. A. (2009). Autism Spectrum Disorder & the Inclusive Classroom: Effective Training to Enhance Knowledge of ASD & Evidence Based Practice. Teacher Education and Special Education, 32(2), 166-179. doi: 10.1177/0741932507334279
Liu, W. C., & Wang, C. J. (2008). Home Environment and Classroom Climate: An Investigation of their Relation to Students’ Academic Self-Concept in a Streamed Setting. Current Psychology, 27(4), 242-256. doi: 10.1007/s12144-008-9037-7
Macionis, J. J., & Plummer, K. (2008). Sociology: a global introduction. Harlow, England: Pearson Prentice Hall.
Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self Concept of Young Children 5 - 8 Years of Age: Measurement and Multidimensional Structure. Journal of Educational Psychology, 83(3), 377-392.
O 'Connor, K. V., & Stichter, J. P. (2011). Using Problem-Solving Frameworks to Address Challenging Behavior of Students With High-Funtioning Autism and/or Asperger Syndrome. Beyond Behavior, 20(1), 11-17.
Purkey, W. W., & Novak, J. M. (1996). Inviting school success: a self-concept approach to teaching, learning, and democratic practice. Belmont, CA: Wadsworth Pub.
Rosser, G. J. (1973). A Comparative Analysis of the Real Ideal Self Concept of Nondisabled and Language and/or Learning Disabled Children (Unpublished doctoral dissertation). Baylor University.
Rudy, L. J. (n.d.). Education and Autism - Educational Options for Children with Autism. Autism - Signs, Symptoms, Treatments, Resources, Support for Autism. Retrieved April 4, 2011, from http://autism.about.com/od/schoolandsummer/a/edoptionshub_3.htm
Scott, Jack, Claudia Clark, and Michael P. Brady. Students with Autism: Characteristics and Instructional Programming for Special Educators. San Diego: Singular Pub. Group, 2000. Print.
Silvernail, D. L. (1981). Developing positive student self-concept. Washington, D.C.: National Education Association.
Testing and Accountability: Chapter 9 Validity. (2010, August 18). Texas Education Agency - Welcome. Retrieved November 21, 2011, from http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id...
The Bigotry of Low Expectations | Sockitmama.com. (2011, April 26). Sockitmama.com | This Ain 't No Ordinary Mommy Blog! Retrieved November 21, 2011, from http://www.sockitmama.com/2011/04/26/the-bigotry-of-low-expectations/#comment-1518

References: Autism Now [Television series episode]. (2011, April 25). In Autism now. PBS. CDC - Data and Statistics, Autism Spectrum Disorders - NCBDDD. (2010, May 13). Centers for Disease Control and Prevention. Retrieved November 18, 2011, from http://www.cdc.gov/ncbddd/autism/data.html Clark, M Davidson, H. (1961). Children 's perception of their teachers ' feelings toward them related to school achievement and social class. Acta Psychologica, 19, 423-424. doi: 10.1016/S0001-6918(61)80187-X Harter, S LaBenne, W. D., & Greene, B. I. (1969). Educational implications of self-concept theory. Pacific Palisades, CA: Goodyear Pub. Macionis, J. J., & Plummer, K. (2008). Sociology: a global introduction. Harlow, England: Pearson Prentice Hall. Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self Concept of Young Children 5 - 8 Years of Age: Measurement and Multidimensional Structure. Journal of Educational Psychology, 83(3), 377-392. O 'Connor, K. V., & Stichter, J. P. (2011). Using Problem-Solving Frameworks to Address Challenging Behavior of Students With High-Funtioning Autism and/or Asperger Syndrome. Beyond Behavior, 20(1), 11-17. Purkey, W. W., & Novak, J. M. (1996). Inviting school success: a self-concept approach to teaching, learning, and democratic practice. Belmont, CA: Wadsworth Pub. Rosser, G. J. (1973). A Comparative Analysis of the Real Ideal Self Concept of Nondisabled and Language and/or Learning Disabled Children (Unpublished doctoral dissertation). Baylor University. Silvernail, D. L. (1981). Developing positive student self-concept. Washington, D.C.: National Education Association. Testing and Accountability: Chapter 9 Validity. (2010, August 18). Texas Education Agency - Welcome. Retrieved November 21, 2011, from http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id... The Bigotry of Low Expectations | Sockitmama.com. (2011, April 26). Sockitmama.com | This Ain 't No Ordinary Mommy Blog! Retrieved November 21, 2011, from http://www.sockitmama.com/2011/04/26/the-bigotry-of-low-expectations/#comment-1518