Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Susanne Flannelly

Committee Member

Hardwick Johnson

Committee Member

Kimberly Durham

Keywords

artificial intelligence in education, autism spectrum disorder, digital literacy, instructional technology, primary education, special education, teacher competencies, teacher experiences, technology integration, virtual learning

Abstract

This qualitative phenomenological applied dissertation explored the lived experiences of K–5 teachers who worked with students with Autism Spectrum Disorder (ASD) in virtual learning environments. As virtual instruction became increasingly prevalent in K–12 education, limited research had examined how teachers adapted instructional practices to meet the cognitive, sensory, and engagement needs of students with ASD in online settings. This study addressed that gap by examining educators' firsthand perspectives on implementing virtual instruction for students with ASD.

Data were collected through semi-structured interviews with eight K–5 teachers who had experience teaching students with ASD in virtual or hybrid learning environments. Participants were recruited through professional educator networks using purposive sampling. Interview data were analyzed using thematic analysis informed by phenomenological principles to identify recurring patterns and shared meanings across participants' experiences.

The findings revealed that effective virtual instruction for students with ASD depended on intentional instructional design and teacher adaptability. Key themes included the importance of structured routines, visual supports, flexible pacing, executive function supports, and clear, multimodal communication. Teachers also identified challenges related to student engagement, sensory regulation, social interaction, and limited professional preparation for virtual instruction. Participants emphasized the need for targeted professional development and administrative support to enhance virtual learning effectiveness.

The findings contributed to the fields of special education and instructional technology by providing practitioner-informed insights to guide the design and implementation of inclusive virtual learning environments for students with ASD.

Download
Share Feedback

Share

COinS