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The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia

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dc.contributor.advisor Evmenova, Anna S.
dc.contributor.author Harris, Laura
dc.creator Harris, Laura
dc.date.accessioned 2015-07-29T18:41:03Z
dc.date.available 2015-07-29T18:41:03Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/9668
dc.description.abstract This study uses an explanatory sequential mixed-methods design to explore, through parental report, access to the least restrictive environment (LRE) for high school students with high-functioning autism (HFA), how LRE affects academic and career goal attainment, and how students with HFA are experiencing the LRE provision of the Individuals with Disabilities Education Improvement Act (IDEA) in the Commonwealth of Virginia. Data were collected via an online questionnaire completed by 31 parents and follow-up interviews conducted with 11 parents. Descriptive statistics and nonparametric correlational statistical analysis of the responses on the questionnaire, thematic analysis of qualitative data from open-ended questions on the questionnaire and interviews, as well as document analysis were conducted.
dc.format.extent 319 pages
dc.language.iso en
dc.rights Copyright 2015 Laura Harris
dc.subject Education en_US
dc.subject Special education en_US
dc.subject Education policy en_US
dc.subject Academic goals en_US
dc.subject Career goals en_US
dc.subject High-functioning autism en_US
dc.subject High school en_US
dc.subject IDEA en_US
dc.subject Least restrictive environment en_US
dc.title The Perceived Impacts of Access to the Least Restrictive Academic Environment for Academic and Career Goal Attainment for Students with High-functioning Autism in the Commonwealth of Virginia
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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