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The first interview I conducted was with the general education teacher, who was given the pseudonym, "Kay."  This interview took place via telephone. It was an important and essential interview because general education teachers will take part in inclusion and therefore teach students with ASD.

Interview Questions and Responses:

Question: How long have you worked as an educator?
Answer: I have worked as an educator for the past 21 years within the Chester Upland School District. I mainly have taught English Language Arts for 6th graders.

Question: What is your experience teaching students with ASD?
Answer: Over the years, there have been students with ASD in my classes. Some of the students were full time regular education students, but others pushed into my class from the autistic support classroom.

Question: How did you support students with ASD?
Answer: To support students with ASD, I kept in communication with their case manager or special education teacher. I read and adhered to their IEP and implement their SDI's to ensure they were successful. I observed the student and through trial and error, figured out what worked best for them.

Question: What is your opinion on inclusion?
Answer: I believe that students should be included in the general education setting to the maximum extent possible. I am never against having students with disabilities in my classroom, but I do feel that inclusion and push in is not always the best for every student. For some students, the large group setting is too much stimulation.

Question: How have you had to change or adapt your instructional practices for students with ASD?
Answer: Again, when teaching students with autism I follow the IEP plan developed for them. With all of my students, not just those with autism, I try to determine their learning style and differentiate my instruction based upon that. Typically, I have students who push in from the autistic support classroom sit with a "buddy peer"; this peer is someone that I can trust to assist the student during class or with assignments. Our reading curriculum is "Journeys", so I use that program with all students, but will modify it to meet where students are currently performing.

Question: Based upon your experience, what are the positives of inclusion?
Answer: Inclusion gives everyone the opportunity to be together. Not only is inclusion important for the student with autism, but it is equally important for the non-disabled students. It is a great opportunity for both students to come together, learn from each other, and experience what the other has to offer.

Question: Have you ever attended an IEP meeting for a student with ASD?
Answer: Yes, I have attended IEP meetings in the past for students with autism. Whenever a student is going to begin pushing into my class, I like to attend the IEP meeting and take part in that transition.

Question: As a general education teacher, do you feel knowledgable in ASD?
Answer: Even though I am not a special education teacher and have no training or certification in working with students with disabilities, I have learned a lot over the past 21 years just by working with a variety of students in the classroom. I am aware of some of the characteristics and traits of those with autism because I have experienced it within my classroom.

Question: Are there any strategies you use when working with students with ASD?
Answer: A strategy I use is visuals and having pictorial representations to go along with the information that I am teaching. I run a strict, organized classroom that follows a daily routine. I post the schedule and activities of the day on the board so students know what to expect.

Other Questions Asked:

Are you aware of any evidence based practices that can used for students with ASD?

Has the autistic support teacher at your school provided you with any training?

Through your experience teaching students with autism, would you ever want to work as a special education teacher?

Do you communicate with the parents of students with ASD?

Supplemental Resources

Link to Website: This website, Autism Speaks, includes background information on inclusion and why it is important for the community as a whole. https://www.autismspeaks.org/tool-kit-excerpt/inclusion-ensuring-access-everyone?gclid=CjwKCAjw7LX0BRBiEiwA__gNw6E3tvBHhlTGK9s0gU_MsGrzKE5001kIotZJvWf573HorbqgsHrfpBoCyE0QAvD_BwE

Link to Video: This video demonstrates effective strategies based around inclusion, with a specific focus on behavior. https://www.autism.org/inclusion-effective-strategies-autism/

Link to Article: This peer reviewed article discusses several different strategies for including students with autism in the general education classroom. This article demonstrates how students with ASD can actually benefit from participating in the general education setting. https://www.researchgate.net/publication/11775629_Including_Children_with_Autism_in_General_Education_Classrooms_A_Review_of_Effective_Strategies

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The second interview I conducted was with an autistic support teacher, who was given the pseudonym, "Bri." This interview took place via telephone. I think that this interview was perhaps the most essential because her entire career and classroom is centered around ASD, so I was able to learn a lot about the ins and outs of everyday work with students with ASD.

Interview Questions and Responses:

Question: How long have you taught students with ASD?
Answer: I have taught for 15 years. The first 5 of those years, I taught students with learning disabilities. The other 10 have been spent strictly as an autistic support teacher. Currently, I work at a middle school level and teach students 6th-8th grade. I have 9 students in my class and they have varying degrees of ASD. Some students are very high functioning, while others require much more support.

Question: What is your favorite part about working with students with ASD?
Answer: I love my job because my family feels like a classroom. I teach the same kids for 3 years straight, so we all become very close. I love the uniqueness that each student brings to my classroom, as even though the traits of ASD can be consistent, each student still has their own special personality.

Question: What are some of the challenges about working with students with ASD?
Answer: A challenge I face in my classroom is that some students are very high functioning, while other students are non-verbal and require much of my attention. There is a big gap regarding the abilities and skill level of students. There was a period of time when I did not have a teacher assistant, so it was challenging trying to meet the needs of every student on my own.

Question: What evidence based practices do you use in your classroom?
Answer: Currently, I use Applied Behavior Analysis (ABA) with some of my students. The students, who are more higher functioning, use the same curriculum and supplemental resources as the general education classroom.  In my classroom, I like to incorporate centers with different activities for the students to rotate through. I will conduct ABA at one table, while other students work on a math skill or craft. We like to have fun and be silly, so I incorporate a lot of music and art.

Question: What is your opinion on ABA?
Answer: I really enjoy implementing ABA with my students. I know for a fact that it works and has helped my students progress. Even my non-verbal students have made progress using ABA. I even have a student who mands using sign language that I taught him.

Question: How do you communicate with students who are non-verbal?
Answer: Like I just mentioned, I am teaching students basic sign language. Besides that, we have picture charts and students point to what they want. One of my students uses a tablet to communicate. He uses the program, "Go Talk." Also, I have a student who prefers to write what he wants as opposed to talking.

Question: Do any of your students take part in inclusion?
Answer: Yes, I have 3 students in my class who attend a couple general education classes. When I do have a teacher assistant, the TA usually attends the classes with them to ensure they are successful. I keep in close contact with the other teachers to make sure my students are successful in their classes.

Question: Do any of your students demonstrate challenging behaviors?
Answer: I have one student in my classroom who demonstrates harmful behaviors. He recently came back to our school after having attended an out of district placement. He has sensory issues, so he becomes violent whenever there are loud noises. He has thrown chairs, curses, and even hit me once. We try to have him wear headphones to eliminate the loud sounds so that he is not triggered to engage in these behaviors.

Question: How do you feel when this student becomes aggressive?
Answer: Of course I do not like when this student becomes violent, but I have had many students like this over the years, so it is something I am comfortable with. The rest of my class does not engage in these types of behaviors, so they become really upset and stressed when this student is triggered. Thankfully, I feel equipped to handle this situation and incorporate a positive behavior plan to hopefully eliminate or lessen the frequency of these types of behaviors.

Question: Do any of your students have another condition in addition to ASD?
Answer: Yes. Besides the ASD diagnosis, I have a couple students who also have ADHD. There is another student in my class who has a medical issue that results in seizures. During the school day, she wears a helmet to prevent injuries when she experiences a seizure. There have been a few times I have had to call 911, so it is really serious.

Other Questions Asked:

Besides ABA, are there any other programs or strategies you use in your classroom?

Would you ever want to teach anything besides autistic support?

Do you keep in close contact with the parents of your students?

What advice would you give to a new autistic support teacher?

Do any of your students have one-on-ones to help them throughout the day?

In your opinion, how do the general education students treat your students? Have you ever considered a buddy program?

Supplemental Resources

Link to Website: The websites below showcase different assistive technologies that children with autism can use, such as the Go Talk.
https://advopps.org/children-and-adults-with-autism-can-go-talk/

https://guides.library.illinois.edu/c.php?g=515793&p=3526329

Link to Video: This video shows teachers how to set up centers in the classroom specifically for students with ASD. I think that centers are really fun and I enjoy using them, so this video is really helpful!
https://www.youtube.com/watch?v=YpDgSujppI8

Link to Article: This peer reviewed article  offers an introduction to Applied Behavior Analysis. The article provides information on how ABA can reduce learning barriers for students with ASD.
http://web.b.ebscohost.com.neumann.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=8&sid=925585b2-fb30-4fa3-87e3-83956fd8e454%40sessionmgr103

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The third interview I conducted was with a special education teacher, who was given the pseudonym, "Rosie." This teacher is a co-worker of mine, who is a supplemental learning support teacher. She has a few students on her caseload that are diagnosed with ASD. This interview took place via telephone; Rosie is a veteran teacher with 15+ years of teaching experience.

Interview Questions and Responses

Question: What is your job title and how many students do you work with?
Answer: I am a special education teacher specifically a supplemental learning support teacher for reading, writing, and math. I have 24 students on my caseload.

Question: Of the students on your caseload, how many of them have ASD?
Answer: I have 3 students on my caseload with autism. Although I am a learning support teacher, students are placed in the least restrictive environment. Just because a student is autistic, does not automatically mean they need to be placed in an autistic support classroom. The 3 students on my caseload are very high functioning, but just require a little extra help, which is what I provide.

Question: Have you ever taught in an autistic support classroom?
Answer: No, I have not. Only for a couple weeks during a summer school program where the AS teacher went on vacation, but I do not really count that.

Question: Is there anything special you do regarding instruction for students with ASD?
Answer: I do what I need to do for all of my students, depending on their needs and the level of support that they require. However, the 3 students with ASD, need to be given directions using plain and simplified language. I try to break everything down to its most basic form for them. I incorporate visuals and pictures for the students to look at and I model everything.

Question: Are you familiar with ABA and have you ever had to implement it?
Answer: Any students on my caseload with ASD are relatively higher functioning and do not require ABA. I teach summer school for my district and had to fill in for an autistic support teacher one summer. During this short period of time, I did have to quickly learn and use ABA with the students, so I have a teeny tiny bit of experience with it. I learned about ABA during my masters program.

Question: Academically speaking, is there anything specific that students with ASD seem to struggle with?
Answer: The students with ASD that I teach seem to struggle with reading comprehension, specifically inferencing. Since students with ASD take everything literally, they also struggle with figurative language and the idea of similes or metaphors, which is something we really study in 7th grade for the PSSA. To help, I use a lot of pictures and graphic organizers that incorporate special reading comprehension strategies.

Question: Are any of your students with ASD gifted in a certain area or have a special talent?
Answer: One of my students with ASD has an excellent memory. He remembers everyones birthday. Also, he has a special interest with "Spongebob." He knows every single detail about the show, including the dates each episode aired. He can names the producers of the show and the voice behind each character. In addition to this, he is a fabulous drawer and can draw realistic pictures of the Spongebob characters.

Question: How do you communicate with parents?
Answer: Building a strong partnership with parents is really important to me. Teachers should treat the parents as essential team members. I try to keep my parents weekly phone calls home to give them updated on their child's progress. I give both positive phone calls home and negative ones. I keep parents informed if their child's grades or behavior is slipping.

Question: What is the best part about working with students with ASD?
Answer: For me, the best part is seeing the student's make progress. I feel happy or proud when the student masters an IEP goal or just does something really outstanding that they might have previously had difficulty doing.

Other Questions Asked:

Do any of your students with ASD have issues with their behavior? If so, was an FBA and PBSP implemented?

Do you feel any of your students would benefit from the structure of an autistic support classroom?

You have taught for over 15 years. How have things regarding students with autism changed from when you first started to now?

In your opinion, do the general education teachers modify their instructional practices to better accommodate your students with ASD?

Supplemental Resources

Link to Website: This website provides reading comprehension strategies for students with ASD. One strategy the site suggests is to allow students to circle or write their answer as opposed to answering verbally.
https://www.readingrockets.org/article/tell-me-about-story-comprehension-strategies-students-autism

Link to Video: This TedTalk highlights the positive aspects of autism, such as the special talents and abilities that people with ASD often posses.
https://www.youtube.com/watch?v=Gk9T7ngEijs

Link to Article: This peer reviewed article centers around early reading intervention for young students with ASD.
http://web.a.ebscohost.com.neumann.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=6&sid=bf229428-83d8-4a8c-beee-568ece449a7e%40sdc-v-sessmgr01

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The fourth interview I conducted was with the social worker who is responsible for providing counseling services to middle school students with ASD. This interview took place via telephone.

Interview Questions and Responses

Question: What is your job and how long have you been in the field?
Answer: I am the counselor/social worker at the middle school in Upland. I have worked as a social worker for 5 years. In addition to counseling students, I am responsible for the 504 plans and I am a member of the SAP team.

Question: What is the most challenging part of your job?
Answer: The most challenging part is seeing students hurt or students who are experiencing mental illness or suicidal thoughts. Also, it is really difficult when a student shares something dangerous or scary because I am a mandated reporter and have to report abuse.

Question: What is your favorite part of your job?
Answer: My favorite part is getting to support students and trying to help them lead a happy life. I feel honored that most students feel comfortable confiding in me.

Question: Can you describe the students you work with?
Answer: I am the social worker for students who receive special education services; students who receive counseling within their IEP. I work with a variety of students, including those with ASD. I provide both individual and group counseling services.

Question: How is it determined whether or not students need counseling services?
Answer: Someone, whether a school staff member or the parent, must refer the student for counseling. I collect feedback from those closet to the student and then conduct a screening with the student to determine if they meet the criteria required for counseling services. If they do, we have a meeting and revise the IEP. I give all my students a counseling goal that I measure to see if they are making progress.

Question: Students with ASD are known to have issues with communication. Do you have difficulty getting the students to open up and talk with you?
Answer: Yes, it can be difficult for students with ASD to make connections or talk about their day to day life. However, many of my students, even those without ASD, do not always feel comfortable sharing. It can take awhile for students to open up and I have to gain their trust by building a relationship with them.

Question: What instructional practices or strategies do you use when counseling students with ASD?
Answer: A lot of times I incorporate role playing or the use of social stories into my sessions. I provide social cues for the students and help them determine the appropriate  response regarding hypothetical situations that they might actually encounter one day.

Question: What do you do if a student with ASD refuses to talk?
Answer: If a student does not wish to talk, I have pictures that they can choose from to represent how they are feeling. Also, I allow students to write or draw to express themselves. I have a lot of sensory items in my office that appeal to the sensory needs of students with ASD such as stress balls and play-dough.

Question: Do you communicate with the parents of the students you counsel?
Answer: Yes, I try to touch base with the parents and make myself available as often as possible. One of my biggest things is making sure that parents have access to resources, so I try to gather information and different places that might benefit the families I work with. I have a binder of places that can helps families, especially if the child could benefit from out of school counseling at a different location.

Question: Have you done anything within your school to promote or teach about autism?
Answer: Yes, I actually am responsible for many of the events and assemblies that occur at my school. April is National Autism Awareness Month, so I have tried to make that important at my school. We do different activities and wear crazy, mismatched socks!

Other Questions Asked:

Do you have a social skills group?

Have you ever had a parent feel that their child's needs were not being met?

Do you play any type of games with students to promote communication?

Do you meet with students only in your office or do you push into classrooms?

How do you observe students and collect data regarding progress monitoring?

Supplemental Resources

Link to Website: This website discusses the technique of using social stories to improve communication and social skills.
https://raisingchildren.net.au/autism/therapies-guide/social-stories

Link to Video: This video teaches how to build social competence amongst individuals with ASD.
https://www.autism.org/teaching-social-communication-skills/

Link to Article: This article promotes communication between students with ASD and students without disabilities.
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1037&context=psy_articles

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The fifth and final interview I conducted was with a parent. This parent has a child with ASD. This parent is family friend of mine, so I felt comfortable with the questions that I asked. This interview took place via FaceTime. After the interview, I really reflected on the parent's responses because this was the first time I spoke with someone about ASD outside of the school setting.

Interview Questions and Responses

Question: When was your child diagnosed with autism? How old is your child now?
Answer: My son, who we will refer to as "Ace", was diagnosed with autism when he was turning 4 years old. Presently, Ace is 7 years old.

Question: What were the signs that you noticed prior to diagnosis?
Answer: I noticed that Ace was hitting certain milestones that my older children did. His speech was delayed and he used very few words. Ace was not always responsive when myself or my husband would try to speak with him or say his name. This was the biggest indicator and most worrisome sign to me.

Question: Did you have any knowledge of autism prior to your son?
Answer: No, not really. Of course I knew the term, "autism", but I did not know anybody with autism nor had I ever learned about autism or its traits. Originally, I just thought that maybe Ace had a speech problem.

Question: How did you feel when your family received the diagnosis for Ace?
Answer: It was scary, at first, because I was not sure what this meant for Ace and our family, including my 2 older children. I did not know what to expect or how life would change, especially as Ace gets older. A part of me was relieved because I love Ace and knowing that he has autism allows me to get him the help he needs. I just want him to have a quality and happy life without autism defining him.

Question: What type of programming does your son receive at school?
Answer: My son attends public school and is in the 2nd grade. He is in an autistic support classroom (full-time).

Question: Would Ace ever be able to go to a couple classes in the general education setting (inclusion)?
Answer: My hope is that Ace will be able to mix into the regular classroom for certain activities. At this time, a lot of different things have occurred both at school and at home, so it just was not something he was ready for yet. He does go to gym and music with the other kids though, so that is a good start.

Question: Does Ace receive any services such as speech, OT or counseling?
Answer: Ace receives speech twice per week for 30 minute sessions. In the summer, he is part of the Armstrong population, so he attends summer school.

Question: What characteristics of ASD does Ace display?
Answer: Ace has communication issues. He does talk, but he often repeats what he hears on TV or things that he hears other people say. He does not express his own thoughts or feelings too often. Ace is not super affectionate and will become upset if he does not get his way or something in his routine changes.

Question: Do you have any behavioral concerns regarding Ace?
Answer: When a change in routine occurs, Ace will throw a tantrum. He has occasionally hit other students in his class, but it does not seem to be an ongoing or persistent issue.

Question: Outside of ASD, how is Ace as a person? What are his interests?
Answer: Ace's favorite thing right now is "Blippi", which is a show on YouTube. He is obsessed with Halloween and likes to pretend that everything is "spooky", he really likes pretending to be a ghost. He saw a Halloween show one time and ever since, he has loved all things Halloween related. Ace likes to be independent, eat apples with peanut butter, and carries around his favorite stuffed animal, which is a dragon named Ore. Ace likes to read and play with his cats.

Question: Do you communicate with Ace's teacher? What is your level of involvement with Ace at school?
Answer: I am an overly involved parent, with all of my children, but especially Ace. Thankfully, he has had the same teacher for 2 years now, and she is wonderful. She constantly keeps me in the loop and has given me a lot of helpful information regarding how I can work with Ace at home. It has not been too long since Ace's diagnosis, so I am still learning and getting comfortable with the IEP, but the partnership I have with the teacher makes everything a lot more manageable.

Other Questions Asked:

How do your other children respond to Ace?

What are your concerns for the future regarding Ace?

Do you know what programs or practices Ace uses at school?

Does Ace use assistive technology?

What do you do at home, if anything, to support Ace?

What is your advice to other parents who might be in the process of having their child diagnosed?

Supplemental Resources

Link to Website: This site offers resources for families of children with autism. I think that this is important because as we discussed in class, some parents do not have easy access to information and they do not receive the services they need.
https://www.nationalautismcenter.org/resources/for-families/

Link to Video: This video is an introduction to autism, with a specific focus on the family. It might provide families with tips, resources, and useful information that they can implement at home.
https://www.youtube.com/watch?v=lDhedSdCXZo

Link to Article: This peer reviewed article helps others understand the perspective of the family regarding autism in the home. The article discusses what families go through and what can be done to improve life for all members of the household.
http://web.b.ebscohost.com.neumann.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=5&sid=925585b2-fb30-4fa3-87e3-83956fd8e454%40sessionmgr103

Support Group for Families: The link below offers support groups for families within the Philadelphia area. There are many different groups available, including training for parents. It is beneficial for parents to meet and connect with other parents experiencing a similar situation.
https://www.psychologytoday.com/us/groups/autism/pa/philadelphia