Date of Award
Doctor of Education (EDD)
College of Education
Jennifer J. Lesh
Diana L. Morales
This dissertation looked at the gap in pre-service general education teacher training in EBP for students with Autism and the effect the creative art learning mindfulness instructional toolkit (calmit19) intervention has on teacher self-efficacy when working with students with Autism.
Currently there is GAP, in the coursework that general education k-6 pre-service teacher candidates are getting trained in in order to teach students with autism in the general classroom setting. This action research study findings were that there is a need for additional training methods for pre service k-6 teacher candidates in art based evidence-based strategies.
The unanswered question is whether undergraduate courses have adequately prepared pre service K-6general education teachers for the increase of students with autism in the general classroom setting within their coursework using art based, evidence based practices. With the increase of students diagnosed with autism on the rise there is a need to address pre-service teacher candidate k-6’s instruction and preparation.
For the current study, a pre-survey monkey Likert scale and open-ended questionnaire was completed to find pre -service general education teachers’ perceptions and self-efficacy of their preparedness for the teaching of students with autism in the general classroom setting from their college coursework. This survey monkey questionnaire contained questions relative to the pre- service general education K-6 teacher’s university coursework. The survey examined teachers’ preparation for education, workshops and other training , and art based EBPs and teaching strategies and techniques as they relate to working with students with autism spectrum disorder (ASD).
Quantitative and quantitative data was analyzed using descriptive statistics, the findings included (a) pre service teachers perceive that they have a need for more coursework in art based EBPs to work with students with autism in the general classroom setting.
(b) teachers perceive their own preparations and confidence is linked to getting proper coursework instruction. (c)Teachers perceived their coursework and preparation for teaching students with autism in the general classroom setting was not adequate.
Recommendations are that universities and college integrate into the pre-service teacher coursework strategies art based EBPs for teaching students with autism in the general classroom setting.
There is a need for pre -service general education teachers to get art based EBPs instruction in the coursework prior to graduation. Teachers’ confidence after being taught the art based EBPs in the calmit19 toolkit intervention increased by one hundred percent .These findings means that the addition of such coursework would benefit pre service k-6 general education teacher candidate in preparation for teaching students with autism in the general classroom.
Sullivan, K. (2023). General Education K-6 Pre-Service Teacher Candidates: Art Strategies Toolkit for Teaching Students with Autism in the General Classroom Setting [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/390
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