Understanding the Push-In/Pull-Out Method: Why Support Matters for Socialization

Publication Year:
2016
Usage 577
Downloads 450
Abstract Views 127
Repository URL:
https://digitalrepository.trincoll.edu/theses/534
Author(s):
Raiti, Christina L
Tags:
autism; push-in/pull-out; inclusion; LRE; paraprofessional; Disability and Equity in Education; Education; Educational Methods; Other Education; Special Education and Teaching; Student Counseling and Personnel Services
thesis / dissertation media
thesis / dissertation description
My research combines qualitative and quantitative methods in order to answer: How do the social dynamics of children with autism change as they transition throughout the day from general ed to special ed settings in a Hartford public school? Findings are based upon coded observations of three third-grade students with autism for more than twenty hours in various classroom settings, and also thematic analysis of interviews with three of their classroom educators at the site in Hartford, Connecticut. The findings shows that students with autism are more likely to have positive physical and verbal interactions in structured environments rather than unstructured environments throughout the day.