A Qualitative Exploration of Teachers’ Experiences with Students with Autism Spectrum Disorder Transitioning and Adjusting to Inclusion: Impacts of the Home and School Collaboration
Abstract
Although inclusive classrooms provide unique opportunities for students with autism spectrum disorder (ASD), these students face barriers during the initial transition from self-contained classrooms (Sanahuja-Gavaldà, Olmos-Rueda, & Morón-Velasco, 2016). The purpose of this qualitative, generic study was to identify how home and school collaboration impacted the transition and adjustment of students with ASD to an inclusive setting. Using a...
Paper Details
Title
A Qualitative Exploration of Teachers’ Experiences with Students with Autism Spectrum Disorder Transitioning and Adjusting to Inclusion: Impacts of the Home and School Collaboration
Published Date
Jun 8, 2019
Journal
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