Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jessica Van Cleave

Abstract

This dissertation evaluated the process for assigning standardized testing accommodations for students with autism on the standard course of study. The study captured current levels of teacher understanding, their perceptions regarding how testing accommodations might increase equitable access for students with autism, and how these beliefs influence the process of assigning accommodations. The study identified key themes surrounding current processes and equity through qualitative methods, including in-depth interviews with exceptional children and general education teachers and observation of professional learning communities and individualized education plan meetings. The findings revealed that inadequate teacher training and the lack of universal protocols for assigning testing accommodations resulted in faulty processes that increased barriers to equitable access for students. By providing a comprehensive look at the connection between frequently assigned accommodations and the characteristics of autism, this dissertation contributes insight into advocacy efforts for students, and professional development needs for teachers.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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