Thesis advisor: Marilyn Cochran-Smith / The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools and teachers are educating more autistic students with complex educational needs resulting from differences in communication, social interaction and behavior. As a result, schools need increasing numbers of teachers who are equipped to educate them. Quality special education teacher preparation is critical for teachers of autistic students, because it can affect the quality of education and outcomes for this highly unique student population. Very little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with preparation to teach autistic students, or about the extent to which special educators feel prepared to teach this population at the point of conclusion of their preparation programs. This study used a mixed methods sequential explanatory design to examine the perceptions of special educators about their preparedness to teach autistic students based on preparation program/licensure, specialized autism coursework, and on-the-job experiences after licensure programs. A researcher-created survey was followed by interviews to explore participants’ survey responses more deeply. Survey data (n =121) were used to inform both question construction and participant selection for a purposive sample of follow-up interviews (n= 10). Regression analyses, means, summary scores, and thematic coding were employed to analyze the survey data. Results indicated that the majority (77%) of special education teachers felt unprepared to teach autistic students at the end of their licensure programs. However, specialized autism coursework was a significant predictor of teachers’ sense of preparedness. Limitations of the study and implications for special education teacher preparation and education are discussed. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.

The Individualized Education Program (IEP) is intended to serve as a planning tool to ensure that school teams provide students with disabilities a free and appropriate public education (FAPE) (Blackwell & Rosetti, 2014). An essential step in the IEP process includes the development of meaningful and measurable IEP goals based on students’ present levels of performance and specific areas of need (Christle & Yell, 2010). Despite the significant role that the IEP plays in meeting legal requirements of the IDEA, research has shown that the quality of IEPs for students with disabilities is generally low (Blackwell & Rosetti, 2014; Rakap, 2015), especially for students with autism (Etscheid, 2003). Research evaluating IEP quality for students with autism revealed that many IEPs failed to include goals and objectives that addressed students’ deficits in social communication or social interactions (Ruble, McGrew, Dalrymple, & Jung, 2010) despite explicit recommendations for best practices (NRC, 2001). The purpose of this study was to train pre-service teachers to use results from a curriculum-based assessment to write quality IEP goals and objectives for students with autism. The study used a randomized group design in which undergraduate students (N = 32) enrolled in an introductory special education course were randomly assigned to a training group. Participants assigned to the Captivate Group (n = 16) participated in a series of interactive eLearning modules in which there were opportunities for the learners to respond to questions and engage in various learning interactions. The training provided to participants in the Video Group (n = 16) served as a treatment-as-usual condition in which participants viewed video recordings of the eLearning modules, but did not have opportunities to engage in any learning interactions. A two-way mixed analysis of variance was conducted to examine within group differences from pre- to post- test and between group differences based on the method of eLearning training received. Additional analyses were conducted in order to compare the quality of goals and objectives written for academic skills and goals targeting communication skills. Results indicated significant improvement for both groups on the quality of written goal and objectives from pre- to post-test . Although the Captivate Group performed slightly better on the post-test, there was no significant effect for training received. Additional analyses examining group outcomes on specific quality indicators revealed some noteworthy differences between groups. The data also confirmed statistically significant differences between participants’ total academic scores and total communication scores at pre-test, meaning that goals and objectives written for academic skills met more quality indicators compared to goals and objectives written for communication skills. A second paired samples t-test on participants’ post-test totals showed significant differences in quality for the Video Group, but not the Captivate Group. / Special Education

Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focused on student success provided the study's framework. Twelve semistructured interviews were conducted to examine special educators' perceptions on preparation and practice for student success. Data were analyzed through block coding, code comparison and thematic searches. The study's results included accounts of special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes included applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher/student relationships to advance student success. Included are inferences regarding the development of teacher/student relationships. Also included are suggestions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting such as administrator knowledge of what special educators require to teach in the alternate classroom. This study may lead to social change by providing information on special educator preparation coursework meant to develop student success for the alternative school student population.

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