Whitely, Q. (2022). An explanatory mixed methods study on distance learning for students with ASD in urban school districts (Publication No. 30249018) [Doctoral dissertation, New Jersey City University]. ProQuest Dissertations & Theses Global.

Abstract:

“With the sudden transition to emergency distance learning during the early months of the COVID-19 pandemic, special educators’ experience and challenges in teaching students with autism are relevant and even urgent. This study documents the challenges and experiences of special educators with distance learning for students with autism in urban school districts. The dissertation adds to the nascent body of literature on autism, schools in urban school districts, special educators’ perceptions of technology in education, and technological pedagogical content knowledge (TPACK). Special educators (n= 66) responded to the survey. Additionally, the researcher interviewed ten special educators. Guided by the theoretical framework of TPACK, the data revealed that special educators’ challenges were not due to their lack of technological knowledge. Their challenges were related to urban school districts’ issues and ineffective professional development. The following themes emerged from the interviews: The study details educators’ challenges and experiences while teaching students with autism in urban school districts. Adapting was a problem for some students; distance learning significantly increases teachers’ workload, positive attitude to new technology, technical challenges, the absence of parents hindered learning progression, the school administration was unprepared, living in a low-income urban area was associated with problems that inhibited student learning. Implications for practice include encouragement from administrators, effective professional development, and additional funding for new technology for students with ASD.”