ERIC EJ987618: Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs

2012·0.2 MB·English

by  ERIC

Rural Educator Volume 33, Number 2 Winter, 2012

Teaching Elementary Children with Autism: Addressing Teacher
Challenges and Preparation Needs

Ruth Busby
Rebecca Ingram
Rhonda Bowron
Jan Oliver
Barbara Lyons

Troy University, Alabama

Teachers’ perception of self-efficacy may have a significant impact on their ability to accept the challenges
inherent in including children with autism in their classrooms. The Nominal Group Technique (NGT) was
used to identify perceived challenges and needs of 31 graduate students in a university course of which 14 of
the 23 students were actively teaching in rural schools located in southeast Alabama. Five faculty members
used the resulting NGT data to draft six recommendations for improving the teacher preparation program at
Troy University.

Keywords: autism, pre-service teachers, teacher education, general education, special education, teacher
preparation

With the prevalence of autism increasing certification programs include (a) Elementary
exponentially in today’s classrooms (Leech, Education, K-6, (b) Collaborative Teacher, K-6,
2008), general education teachers face a broad and (c) Interdisciplinary Education (P-12). All
range of challenges within inclusive settings. the teacher education programs comply with the
Like the little steam engine in The Little Engine Alabama Model of Identifying Highly Qualified
That Could (Piper, 1930) overcoming such Teachers in accordance with the No Child Left
challenges may seem daunting to teachers who Behind Act (NCLB, 2001). Therefore, the
feel unprepared to deal with this complex purpose of this study was to gather information to
disorder. This is problematic because teachers’ develop and/or revise curricula at Troy
perceptions and attitudes regarding inclusion are University in Troy, Alabama to prepare our
fundamental to their acceptance of and elementary education teacher graduates to
willingness to address the challenges with which educate all children, including those with autism,
they are charged (Avramidis, Bayliss, & Burden, in general education classrooms. The research
2000; Carrington, 1999; Hastings & Oakford, question that guided this study was: How
2003; Norwich, 2002). These issues may be of adequate is the current teacher preparation
particular challenge to teachers in rural areas program for preparing general education teachers
where the low incidence of autism results in for teaching children with autism?
lower student numbers exhibiting this trait and
teachers who have little experience working with Background
students with autism and also limited access to
training, funding and resources. The level of specialization needed by
Due to the prevalence of autism at state, educators who teach students with autism is not
national, and international levels, it is likely that readily available throughout Alabama ("Final
most elementary education graduates will teach report to," 2009). Leech (2008) reports, “In 1991,
children with autism and should be prepared to just three students in Alabama’s public schools
include them in general education classes were diagnosed with autism. During the 2007-08
(Goodman & Williams, 2007; Mitchem & school year, the number was 2,737 and that
Richards, 2003). number is expected to climb” (p. 1). Despite this
At Troy University, the elementary exponential increase, teachers and schools are
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Rural Educator Volume 33, Number 2 Winter, 2012

unprepared to address the needs of children with should be the job of the special educator (Booth
autism. Joel Smith, director of the autism & Ainscow, 2002). Providing adequate training
program at Councill Elementary School in and diverse clinical experiences to serve children
Birmingham, observed: with autism may help increase teachers’ sense of
self-efficacy. When teachers begin to feel
People tell me I do a great job, but I don’t
competent in their abilities to teach children with
think I do. I know these kids are intelligent
autism, they may be more motivated to address
and I would love to know how to unlock that
the challenges and accept their responsibilities for
potential, but I just don’t have the training or
teaching these children. Once this cyclical effect
research to do it. (Leech, 2008, p.1)
has evolved, teachers may begin to view teaching
In the state of Alabama, educators report children with autism as equivalent to facing any
feeling inadequately prepared to teach children other challenge they may encounter in their
with autism in inclusive settings (Campbell, Ellis, classroom. Like the little steam engine, teachers
Baxter, & Nicholls, 2007.). Many general can be expected to experience a change in their
educators have only taken survey courses in belief system from “I don’t know how” or “It is
exceptionalities and therefore, have little not my job” to “I think I can.”
specialized training in the field of autism. A Regardless of teachers’ feelings or beliefs,
statewide random sample of the general teaching children with disabilities in the least
population indicated that 63% of respondents felt restrictive environment is a requirement as
that more support is needed for schools serving outlined by the federal legislation, Individual with
children with autism and approximately70% of Disabilities Education Act (IDEA, 2004). IDEA
the general public reported no knowledge of states:
community services for people with autism
Each state must establish procedures to
(Campbell et al., 2007). While the survey did not
assure that, to the maximum extent
address rural areas in Alabama specifically, it is
appropriate, children with disabilities…are
important to note that 55 of Alabama’s 67
educated with children who are not disabled,
counties are rural.
and that special education, separate

schooling, or other removal of children with
Theoretical Framework
disabilities from the regular educational
Lack of motivation and self-efficacy in environment occurs only when the nature or
teachers are often root causes of ineffective severity of the disability is such that
teaching of children with autism (Avramidis et education services cannot be achieved
al., 2000). Effectance Motivation Theory, satisfactorily. (IDEA, 20 U.S.C. 1412 (5) (B)
sometimes referred to as mastery motivation
The least restrictive environment is often
(White, 1959), suggests that there is a link
referred to as inclusion. Moore and Keefe (2004)
between motivation to engage in a difficult task
lament that commendable attempts to seek equal
and perceived confidence in one’s ability to
and appropriate education for students with
perform that task. White posits that people have
disabilities have become politically charged and
an inborn motivation to feel competent and
have changed the focus from how to educate
succeed with tasks. When people do not feel they
these students to where to educate them. The
can succeed at what they attempt to do, they are
mandates of IDEA (2004) are clear: Teaching
less likely to try. Harter (1978) built on this
children with autism is no longer the sole
theory by hypothesizing that people with high
responsibility of the special educator. This
levels of self-efficacy tend to enjoy tasks more,
paradigm shift requires all educators to focus on
which leads to increased intrinsic motivation; a
how best to address the needs of all of the
cyclical effect is then produced. In essence, the
children in their classrooms rather than on where
intrinsic motivation to attempt and persist with a
this responsibility lies – with general educators,
task is related to perceptions of competence.
or with special educators. Therefore, general
Mastery motivation theory is especially
educators need adequate knowledge and training,
applicable to teachers of children with autism.
including clinical experiences, for teaching
General educators have consistently expressed
children with autism.
misgivings about teaching children with autism
due to feelings of inadequate preparation (Lambe, Autism is especially challenging for teachers
2007). In addition, some studies show that because it is a spectrum disorder that affects
teachers believe teaching children with autism individuals differently and in varying degrees. In
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Rural Educator Volume 33, Number 2 Winter, 2012

its School Community Tool Kit, the Autism intellectual disabilities, emotional disturbance),
Society of America (2008) states, “If you’ve seen whereas other states require non-categorical or
one person with autism, you’ve seen one person cross-categorical certification (e.g.,
with autism” (p. 3).( The word autism is a generic mild/moderate, moderate/severe disabilities,
term that describes a complex group of disorders severe/profound) (Cates & Smiley, 2000;
that are known as Pervasive Developmental Scheuermann, Webber, Boutot, & Goodwin,
Disorders (PDD) or Autism Spectrum Disorders 2003).
(ASD). The PDDs include autistic disorder, Rosenkoetter, Irwin and Saceda (2004)
Asperger’s, PDD not otherwise specified, Rett’s, report there is a chronic shortage of special
and Childhood Disintegrative Disorder. Autism educators in rural areas, including too few
is a neurological disorder that affects the normal teachers, related personnel, and professionals
functioning of the brain and symptoms typically who are sufficiently prepared to work with
appear during the first three years of life. special needs students. In addition, the mandate
According to the Center for Disease Control of No Child Left Behind Act (NCLB) 2001
and Prevention (2007), one in every 150 children requires highly qualified teachers for every
has an autism spectrum disorder, with males subject area, which includes special education.
outnumbering females by four to one. Autism is Scheuermann et al. (2003) reported that little
growing exponentially at a rate of 10-17% per formal data exist about personnel preparation in
year (Autism Society of America, 2008), and the autism. If a teacher meets state standards for
overall incidence is consistent on an international certification, but has no coursework in or
level. Autism affects individuals of all racial, experience with autism, is that teacher highly
ethnic, and social categories, including families qualified to teach students with autism? Teachers
of varying income levels, lifestyle choices, and need specialized instructional techniques, unique
educational levels. However, the difficulties curriculum, and coordinated services to
associated with children with autism are successfully serve these students in inclusive
especially pronounced in rural areas where settings.
resources are generally sparse.
Children with autism are educated on a Method
continuum of educational services, with the most
The purpose of this study is to evaluate a program
popular placement being in self-contained
of study at Troy University in an effort to prepare
classrooms taught by teachers with specialized
highly effective teachers to work with not only
preparation and licensure. However, increasing
with regular education students but also with
numbers of children with autism are being fully
students with disabilities, and in particular
included in general education classrooms where
students with autism. Data will be used to
general educators teach them (Goodman &
structure a hypothesis about the effectiveness of
Williams, 2007). Frequently general educators
the elementary education graduate program in
do not have special preparation and may feel
preparing teachers for inclusive classrooms.
unprepared to resolve the perceived challenges of

teaching children with autism (Rosenweig, 2009).
Context
Therefore, there is a compelling need to improve

the preparation of teachers required to serve these
Troy University, a medium-sized rural
students.
university in southeast Alabama, is located in
Personnel Needs in Rural Areas Pike County. The city of Troy has 14,000
residents and is approximately 53 miles from the
Federal legislation calls for evidence-based
nearest airport. Residents living in rural areas
intervention strategies to be used in teaching
like those in Pike County, often experience
children with autism by highly qualified staff
analogous problems such as lack of
(Individuals with Disabilities Education Act,
telecommunications, residents with few
2004; No Child Left Behind, 2001). In rural
technology skills, gap between traditional and
areas with small schools with low enrollment,
progressive political views, lack of unification
this may be a challenge, as educators are
among governmental entities, and lack of
sometimes required to serve students with
legislative support for rural initiatives (The
disabilities for which they are not certified (Cates
Regional Economy of Upstate New York, 2001).
& Smiley, 2000). Special education licensure
According to the Alabama Rural Health
varies from state to state. Some states require
Association (ARHA), all sixty-seven counties in
certification in discrete categories (e.g.,
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Rural Educator Volume 33, Number 2 Winter, 2012

Alabama have rural areas. Therefore, the ARHA employed in a teaching capacity. Based on the
determines “rural” or “urban” status at the county responses from the participants in this study, 14
level based upon criteria established by the White taught in “rural” schools, 7 in “urban” schools,
House’s Office of Management and Budget and 2 taught in “suburban” schools. Of the eight
(OMB). The ARHA classifies 55 of Alabama’s Southeast Alabama counties represented
67 counties as “rural.” (Barbour, Coffee, Covington, Dale, Geneva,
Participants Henry, Houston, Pike) only one, Houston County
is part of a metropolitan area as classified by
Purposive sampling was used in this study ARHA. Work experience varied from 1 to 20
because of the participants’ employment and/or years. The race, and gender of the students were
clinical field experiences in rural schools. representative of the average College of
Students enrolled in the graduate courses EDU Education (COE) graduate, i.e., white, female
6629 Master Teacher and SPE 6630 All participants reported minimal or no training
Collaboration for Inclusion were invited to or experience regarding teaching children with
participate in the study on a voluntary basis. autism. Table 1 shows the percentage of children
Thirty-one students accepted the invitation to with autism in the counties in which the
participate. Of these, 23were employed as participants were located compared with the total
teachers: Twenty-one of these teachers were population of students for all counties in
general educators and one was special educator. southeast Alabama.
The remaining 9 participants are not regularly

Table 1
Frequencies for Autistic Population Compared to Total Population in Southeast Alabama Counties
County Children with autism Total Public School Percentage
aged 3-21 General Population
Pike 3 4429 .06
Barbour 4 3802 .10
Coffee 4 9122 .04
Covington 15 6156 .24
Dale 8 6592 .12
Geneva 6 3960 .15
Henry 10 2780 .35
Houston 32 15515 .20

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Rural Educator Volume 33, Number 2 Winter, 2012

The data show that there are 82 children with items. An effort was made to ensure that everyone
autism in a total public school population of 52,356 fully understood the meaning of each item. Further
students. With the prevalence of being explanation was elicited as necessary. When the
approximately 1% of the total population, teacher students agreed that some ideas were the same, the
education candidates have few opportunities for duplicate items were combined. Each alternative
experiences teaching children with autism. was given a number and the students were asked to
rank order their top 5 alternatives with 5 being the
Procedures most important. This was done by listing the ideas
on take out index cards and writing their rank in the
The Nominal Group Technique (NGT) was bottom right hand corner of the card. The
used to facilitate identification of potential areas for facilitator gathered the cards and assistants
improvement in the education curriculum at Troy recorded the rankings beside the alternative. This
University. The need for improvement was based assured that all rankings were confidential. The
on recognition that students might not feel ranks for each alternative were averaged with
empowered while working with students who have higher totals indicating higher rank.
autism if they are not provided with curricular input

that specifically addresses this population. NGT is
Data Analysis
a supervised, consensus-building, process. Groups

use this process to reach agreement as they identify
The data collected were analyzed holistically
and define problems and generate solutions. It
for the purpose of hypotheses generation and
assures that all group members participate freely
explanation building. The outcomes of the group
and are not influenced by other members. Davis,
process were recorded, summarized and reviewed
Rhodes and Baker (1998) used this tool to facilitate
for recurring themes. The researchers sought
curriculum revision in a nursing program. These
multiple interpretations by reducing the data both
authors noted that NGT has been “employed by
individually and collaboratively. After reading the
educational, industrial, health, social services, and
data initially and recording general themes
governmental organizations to enhance problem
individually, the researchers met collaboratively to
solving by groups” (p. 327).
discuss analysis. Consensus of major themes was
The participating students were enrolled in the
reached during discussion. The goal of this
Collaboration in Education and/or The Master
collaborative process was to clarify understandings
Teacher classes. They had been introduced to the
of what might be important to examine in
NGT process as they explored brainstorming. A
subsequent case studies. The researchers
classroom exercise had been conducted that
determined that more comprehensive data sources
included the use of this process. Therefore, the
would contribute to the goal of holistic
students were familiar with the procedures. Prior
understanding as well as provide more rigor to the
to the implementation of the NGT process, students
results of the study.
were presented with a brief (1 hour) lecture on the

characteristics of children with autism, common
Results
features of “best practice” education for these
children, and a brief video-clip of a child with Five challenges evolved in response to the
autism engaged in educational activities. They were question, “What challenges can you expect when
then given the question / topic of concern to be teaching children with autism?” Participants were
addressed. The question was “What challenges can also asked, “What information/support would help
you expect when teaching children with autism?” you meet these challenges?” Responses were
This question was written as an issue and no categorized into three areas of perceived needs.
solutions were offered. The students were assured
Perceived Challenges
that there was no single correct answer. After the
introduction of the first question, the students The first challenge is rooted in the belief that
engaged in silent problem generation. The problem teaching children with autism is a highly
generation phase lasted about 10 minutes. This individualized and specialized process that requires
was done to enhance individual input into the highly specialized skills and personal attributes.
process. Each student shared one idea at a time The participants felt that to effectively teach the
from his or her list in a round-robin format. The autistic child, the teacher required to be highly
faculty facilitator recorded their responses on a trained in that particular area. They did not feel that
smart board. Each item was listed separately with a regular classroom teacher would have the
no combining of similar ideas or discussion of the specialized skills needed to address this disability.
items. This procedure continued until all items The participants also indicated teachers would need
were displayed. At this time, each idea was fully specific qualities to successfully meet the needs of
discussed with students being encouraged to share children with autism. These personal attributes
their negative and positive thoughts about the were deemed specific to special education pre-
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service teachers. For example, a special education child is on autism the spectrum. With proper
pre-service teacher would need to be flexible and training, teachers will be able to see that something
willing to adapt curriculum or modify an activity is not right, and that can lead to an earlier diagnosis
that is not working for his or her students. At the (Leech, 2008, pp. 3-4). The participants generally
same time, though, the special education teacher spoke of autistic students as children who “couldn’t
needs to maintain structure within the classroom, communicate” so they would be difficult to teach.
knowing that too much variation in routine will After the participants explored the challenges
frustrate students with autism. They have to they thought they would face when teaching
balance between being flexible and yet structured. children with autism, they were asked to discuss
The second challenge concerned collaboration what they would need to meet these challenges.
with other teachers and parents of children with
autism and the respondents noted that such Perceived Needs
collaboration is time-consuming and difficult.
Realizing the complexity of the autism disorder, Participants perceived that the curriculum in
participants were concerned about the amount of teacher training programs was still too segregated
time that would be required to collaborate with and had not evolved to reflect the current needs of
other teachers and professionals, including special today’s students and classrooms, especially in rural
educators. In addition, partnership with parents areas where many participants had limited
was discussed as vital to adequate education of encounters with children with autism.
children with autism, yet enormously time- The first perceived need was that more
consuming. With the demands in today’s schools information was needed regarding the process,
for meeting NCLB mandates, participants were procedures, and practices for teacher and family
concerned about how they would fit in all that is collaboration for effective inclusion. This indicates
required of them. recognition of the critical nature of engaging in
An assumption that behaviors of children with goal-oriented activities that facilitate this process.
autism are atypical, complex, and potentially very This might be attributed to the fact that many of the
disruptive of general education classrooms was the participants had already taken a required university
third perceived challenge. The participants course on collaboration. It might also be due to the
reported their views of children with autism as fact that many are working professionals and
being outside the norm. They perceived children parents and recognize the importance of these
with autism may exhibit abnormal or aberrant individuals in that process.
behavior that would not be seen in the average or The second perceived need was that more case
“normal” classroom student. They also believed and field-based experiences were required for pre-
that autistic students would disrupt the routine of service teachers. This need is difficult to address
the classroom with special needs for misbehavior, especially in rural areas due to the availability of
time constraints, and extra assistance needed for quality experiences in inclusive settings. As autism
work. is being more efficiently and effectively identified,
The fourth perceived challenge involved a this restriction to pre-service learning may be one
belief that required Individualized Education Plan that can be lifted soon. Presently, the rural school
(IEP) procedures, data collection, and record systems within our geographic range do not have
keeping for children with autism are extensive and enough numbers of identified autism students
redundant. Most of the participants were not (Table 1). to accommodate the number of pre-
confident in their abilities to write an effective IEP service candidates who need field or clinical
for a student with special needs. Although they experiences in this area. Diverse field experiences
appeared to understand the purpose of an IEP and in both general education and special education
how it was to be used, they fell short in their settings are necessary to meet this important need
projected confidence in writing an IEP and the (Lambe, 2007). The participants from both
actual implementation of it. collaborative or special education settings as
The fifth challenge was participants’ regular classroom educators expressed the need to
assumption that most general education teachers work with and observe autistic students within the
lack the basic knowledge and skills needed to fully special education setting and within the regular
include children with autism in their classrooms. classroom setting.
Because early intervention is key to assisting The third perceived need was increased access
children with autism, teachers–general and special to current research and best practice teaching
educators alike—need adequate training in strategies needed for teaching children with autism.
identification at early ages. Jennifer Sellers, Alabama’s Department of Education is
assistant director of the Auburn University Autism implementing an inexpensive method of training
Center, says, “In many places in rural Alabama, general educators in effective teaching practices for
teachers may dismiss an autistic child as ‘Oh, he’s children with autism. Distance learning
just a geek,’ or ‘that child is odd,’ not knowing that technologies are being utilized in an effort to
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provide teachers with professional development Recommendation #2
opportunities, including a three-month course on
Empirically validated and best practice
autism taught by national experts in the field of
procedures that promote inclusive outcomes and
autism (Leech, 2008). The participants stated a
benefit all children should be routinely
need for more research and investigation within
incorporated into teacher preparation programs and
their own graduate courses to provide more
competency assessments. Inclusive education
effective understanding of the most current
should be presented as resulting from routine
teaching practices for children with autism. The
instructional adaptations implemented by all
findings of this study represent considerable
educators in the context of classrooms for all
attitudinal barriers to inclusion of children with
children, for example, co-teaching, peer tutoring,
autism.
cooperative learning, and positive behavior support

planning. Presentation of best practices should
Implications
include case-based instruction and examples of
Prior research suggests that the quality of successful applications leading to inclusive
teacher preparation programs is the most important outcomes for children with autism. Study
factor influencing pre-service teachers’ motivation participants suggested that professors in the general
for teaching children with autism (Douglas, Forlin, and special education areas in teacher preparation
& Hattie, 1996; Harvey, 1985; Lambe & Bones, programs should collaborate and co-teach more to
2006). Outcomes of this study confirm and extend provide (a) a model for teachers in training as K-12
those findings and suggest that existing teacher general educators frequently co-teach with special
education programs often do not adequately educators and learn from each other’s expertise as
prepare educators to resolve challenges associated they work toward the goal of providing the best
with teaching children with autism in inclusive educational experiences for their students; (b) a
classrooms. The findings of this study suggest that more seamless curriculum. Curriculum committees
the current teacher preparation program at Troy from all disciplines should be tasked with
University is inadequately preparing teacher developing objectives and competencies for general
education graduates to deal effectively with the and special educator collaboration and co-teaching
inclusion of children with autism. The five Troy for inclusive outcomes. These opportunities build
University faculty members involved in the NGT on the curriculum expertise of general educators
considered these results, critiqued the existing and the accommodations expertise of special
curricula and formulated the following six educators.
recommendations to overcome the gaps in the
Recommendation #3
current teacher preparation program for elementary
education graduates. These recommendations are The faculty in pre-service programs should
offered as partial remediation of the challenges identify and/or prepare and consistently present
identified by the graduate student group and are case-based tutorials using DVDs of actual
intended to promote teacher self-efficacy for classrooms and teachers to model best practice
including children with autism in general education instruction for including children with autism in
classrooms. general education classes. By observing effective
teaching of autistic students through modeling, pre-
Recommendation #1
service teachers vicariously experience
Introductory coursework for teachers in competencies on how to teach these students in
preparation programs should be reconfigured to their own classrooms.
present inclusion of children with significant
Recommendation #4
disabilities (such as autism) as a common and
achievable educational practice. Jones (1996) Teachers in preparation should have multiple
reflected on the challenges teachers face in opportunities to observe and engage in successful
dispelling traditional myths about how individuals inclusive education for children with disabilities.
with disabilities are integrated into society. School-based features of teacher preparation
Reconfiguration should begin with an introductory programs commonly include observations, field
course regarding children with disabilities that is based assignments, and supervised teaching
commonly offered for all pre-service educators. internships. To this end, we recommend identifying
This is course is typically presented as a survey of best practice community classrooms and schools
various disabilities and resulting educational serving children with autism, whose teachers and
limitations. Autism is presented as a severe administrators are willing to partner with the
disability resulting in significant (and potentially university in providing opportunities for pre-
segregating) limitations. Reconfigured introductory service teachers to work with children with autism.
coursework should present inclusion of children
Recommendation #5
with autism as a preferred norm and a readily
achievable educational outcome. Teachers in training should have multiple
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Rural Educator Volume 33, Number 2 Winter, 2012

opportunities to meet and interact with parents and Conclusion
family members of children with disabilities with
Successful teacher preparation programs assess
the goal of promoting partnerships for maximum
the needs of their graduates and use these data to
student success. Whenever possible this experience
make needed changes to the current curricula,
should be in the context of routine and successful
delivery methods, and focus of study so that
educational planning and documentation (such IEP
graduates are adequately prepared to deal with the
meetings) regarding education of children with
realities of a classroom. Teacher preparation
autism.
programs must evolve to meet the current needs of
Recommendation #6 today’s students, classrooms, and schools. The
results of this study provide insights into teacher
Additionally, as area schools do not
perceptions of their abilities regarding teaching
necessarily include a large enough pool of
children with autism. As White (1959) suggested
identified autistic students to provide clinical and
in his Effectance Theory of motivation, to be
field experiences for all pre-service teachers,
motivated, individuals must believe they are being
participants suggested initiating an autism center on
effective: Perceptions often dictate reality. If
campus at Troy University that would allow pre-
teachers have superior training, preparation and
service teachers to interact regularly not only with
experiences, and are provided the tools to facilitate
students with autism, but also with staff who teach
success, they will begin to feel more confident in
and work with them. Such a center would also
their abilities to teach children with autism and
serve as a resource for parents of children with
other disabilities. Teachers will feel empowered
autism.
and the challenges that they face will become less

daunting. Like The Little Engine, they will be able
Limitations
to persist in the face of difficulties. Our goal is to

prepare graduates effectively so that they see
The findings in this study may only be
teaching children with autism as no more of a
representative of Troy University. The population
challenge than teaching any other child in the
at Troy University, however, is diverse and the
classroom; it just requires different instructional
curriculum is accredited. It is important to note
approaches. With proper training and experiences,
that a convenience sample was used in this study,
it is our hope that our teachers will be empowered
which may further limit its applicability. In
to the point that they will go beyond saying ‘I think
addition, as noted by Skibbe (1986), the following
I can’ to ‘I knew I could.’
limitations are inherent with the NGT: (a) the
generation of ideas is limited to the actual time
spent at the meeting, (b) the lack of anonymous
authorship can make participants play it safe, and
(c) ideas may be evaluated on their source, rather
than their merit. Further studies are needed to
provide more comprehensive information on the
preparedness of teachers of children with autism.
Although some case studies use only one method of
data collection, having multiple sources increases
the rigor of the study (Tellis, 1997).
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