Date of Award
Doctor of Education
Special Education and Literacy Studies
Dr. Shaila Rao
Dr. Kristal Ehrhardt
Dr. Amy Schelling
Special education, teacher preparation, autism spectrum disorder
The process of developing a program for an endorsement in a teacher preparation program is complex, with various influences and requirements involved. Regulatory compliance, standards for practice, and university influences are key considerations within program development. Curricular factors and content delivery must also be considered. This study explored the process of program development leading to an endorsement in autism spectrum disorder (ASD) at a university, shedding light on what some of the key aspects to program develop entail.
This study explored the complex process of teacher preparation program development in ASD through inquiry rooted in a qualitative approach. At the heart of qualitative study is exploration. As described in Brantlinger, Jimenez, Klingner, Pugach, and Richardson (2005) “qualitative research is a systematic approach to understanding qualities, or the essential nature, of a phenomenon within a particular context” (p.195). This study followed a systematic approach in seeking to understand the multifaceted process of developing a new endorsement area program within teacher preparation. Creswell and Poth (2018) suggest that qualitative study seeks to understand an issue focusing on the “what and how” (p.137). The guiding research question for this study was: What are the procedural and value influences that guide the program development process when creating an ASD endorsement area program?
DeWildt, Christine, "ASD Program Development in Special Education Teacher Preparation: An Exploratory Study" (2018). Dissertations. 3318.