Keywords

autism, tele-support

Abstract

The global prevalence of autism spectrum disorder (ASD) presents significant challenges, particularly in low- and middle-income countries (LMIC) where there is a lack of trained professionals, limited access to evidence-based practices, and insufficient government support. This dissertation explores the potential of technology-based interventions to bridge the knowledge gap and improve the quality of services for children with ASD in LMIC.

The first chapter provides an overview of the current landscape of educator preparatory programs and highlights the limitations of traditional clinical experiences in preparing special education teachers and related personnel. It introduces the Tele-Support Coaching Framework (TCF) as a promising approach to leveraging online platforms and practice-based coaching as means of providing valuable opportunities for applying knowledge in diverse learning environments. Chapter Two presents a systematic literature review investigating the factors influencing student academic achievement and professional development when online learning communities and educational technology are integrated into higher education courses. Despite an extensive search, only two international studies met the inclusion criteria, underscoring the need for more rigorous research in this area. The third chapter details an empirical study examining the impact of tele-support coaching on the knowledge of evidence-based practices (EBP) among international special education teachers (SET) and related personnel from five LMIC. The findings suggest tele-support coaching is effective in enhancing knowledge, regardless of participants’ prior exposure to online learning, and highlights the potential of technology-based interventions in improving service quality for children with ASD globally. The dissertation ends with a set of practical recommendations in chapter four based on the findings with an emphasis on the importance of establishing professional regulations, fostering cross-border collaboration, and promoting economic growth and job creation in LMICs. Overall, this dissertation contributes to the growing body of literature on the effectiveness of tele-support coaching in empowering international SET and related personnel with the goal of promoting equity to special education services worldwide.

Completion Date

2024

Semester

Summer

Committee Chair

Hines, Rebecca

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Education

Degree Program

Exceptional Education

Format

application/pdf

Release Date

8-15-2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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