Campus Location
Dallas Campus (Online)
Date of Award
8-2026
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
J. Scott Self
Second Committee Member or Secondary Advisor
Deardra Hayes-Whigham
Third Committee Member or Committee Reader
Sandra Hightower
Abstract
This qualitative case study examined kindergarten teachers’ perceptions, experiences, and challenges related to the use of visual supports for students with autism spectrum disorder in East Texas. Grounded in cognitive load theory, the study explored whether visual supports enhance learning outcomes by reducing cognitive overload. Four research questions addressed teachers’ perceptions of effectiveness, implementation challenges, the influence of teacher attitudes, and differences based on teaching experience. The researcher collected data through semistructured interviews with 10 kindergarten inclusion teachers and supplemented by classroom observations. Thematic analysis revealed five primary themes: emotional impact and student growth, visual supports as essential instructional tools, intentional and tailored implementation, challenges and barriers, and the need for professional development and resources. Findings indicated that teachers viewed visual supports as essential rather than supplemental, fostering student independence, improving communication, reducing anxiety, and supporting behavioral regulation. However, time constraints, limited training, inconsistent implementation, and lack of resources remained significant barriers. The study underscores the importance of ongoing professional development and systemic support to effectively integrate visual supports in kindergarten classrooms. Keywords: autism spectrum disorder, visual supports, kindergarten teachers, inclusive education, cognitive load theory
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Mcnair, Jasmine, "Kindergarten Teachers’ Perceptions, Experiences, and Challenges Using Visual Supports for Children With Autism" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1052.
https://digitalcommons.acu.edu/etd/1052
Included in
Adult and Continuing Education Commons, Cognitive Behavioral Therapy Commons, Curriculum and Social Inquiry Commons, Development Studies Commons, Disability Studies Commons, Early Childhood Education Commons, Elementary and Middle and Secondary Education Administration Commons, Mental Disorders Commons, Psychiatric and Mental Health Commons, Psychological Phenomena and Processes Commons, Special Education Administration Commons