The current study, with its foundation in expectancy theory, investigated the relationships between teacher expectations of future outcomes for students within the autism spectrum. Fifteen teachers, in private and public school settings, completed a survey that assessed their expectations about the importance and the likelihood of specific outcomes for their students.Teachers reported that the most important student outcome is safety. With regards to likelihood, teachers expressed the belief that continuing the students' education would most likely to occur.In contrast they felt the it would be unlikely for the students to take care of the parents in thei rold age. There were eight areas in which the differences in likelihood and importance were statistically significant. These included: friendships, community services and acceptance, safety, law abiding, caretaker roles, independent living, citizenship, holding a job, happiness, financially secure, and highest education possible. Implications for school psychologists and educators are discussed.
*The survey includes a student's participation in a religion of choice. This particular expectation showed "no statistically significant difference between importance and likelihood for teachers."
Author(s): Julie K. Ivey
Journal: Education and Training in Developmental Disabilities
Disabilities: Autism Spectrum Disorders
Categories: Individuals with disabilities, Schools