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.advisorEvmenova, Anna S.
dc.contributor.authorHarris, Laura
dc.creatorHarris, Laura
dc.date.accessioned2015-07-29T18:41:03Z
dc.date.available2015-07-29T18:41:03Z
dc.date.issued2015
dc.description.abstractThis 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.extent319 pages
dc.identifier.urihttps://hdl.handle.net/1920/9668
dc.language.isoen
dc.rightsCopyright 2015 Laura Harris
dc.subjectEducation
dc.subjectSpecial education
dc.subjectEducation policy
dc.subjectAcademic goals
dc.subjectCareer goals
dc.subjectHigh-functioning autism
dc.subjectHigh school
dc.subjectIDEA
dc.subjectLeast restrictive environment
dc.titleThe 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.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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