Influences on General Education Teachers' Decisions about Reading Instruction for Students with Autism Spectrum Disorder

Using multiple case-study design and grounded theory methods, this dissertation sought to understand how general education teachers’ beliefs and context influence decision-making about reading instruction for students with autism spectrum disorder (ASD) included in general education classrooms. The current study focused on four teachers within and beyond three classrooms as they planned, delivered, and reflected upon reading instruction for their students with ASD and typically developing students. The combination of observations, surveys, and interviews explored the complexity of each teacher’s decision-making.