Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments

Abstract

The primary objective of this mixed methods study was to identify educators’ professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants (n = 33) and a survey of educators (n = 225). The results indicate that educators have found it difficult to meet the wide-ranging and varying needs of children with ASD within a strictly defined model of inclusive education. Educators consistently emphasized the need for multileveled and multipronged professional development that is accessible in a timely fashion and available as needs arise. The need for educational programs that work for children with ASD being taught within inclusive education settings is highlighted.

Schooling for Pupils with Autism Spectrum Disorder: Parents’ Perspectives

“…In one study, Haimour and Obaidat ( 2013 ) found that teachers had an acceptable to weak knowledge about ASD. A study by Corkum et al ( 2014 ) indicated that teachers have difficulty meeting the varying needs of children with ASD within a framework of inclusive education. In addition, the researchers found that teachers emphasized the need for versatile professional development to be available when needs arise.…”

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

“…Because children spend most of their days at school, it is crucial to identify evidence-based approaches for children with ASD that are acceptable and feasible to school stakeholders such as school psychologists and special educators. School psychologists carry large varied caseloads, and children with ASD usually require individualized programming (Corkum et al, 2014; Jordan, Hindes, & Saklofske, 2009). Peer training approaches offer a logical, face-valid, and cost-effective means of social skill development for children with ASD (Chan et al, 2009).…”

Peer-Mediated Pivotal Response Treatment at School for Children With Autism Spectrum Disorder

“…As the number of children identified as having ASD continues to rise, educators’ time and resources to devote to social skill development are increasingly taxed. Moreover, teachers often believe they do not have the knowledge required to address the social needs of children with ASD (Corkum et al, 2014). PM-PRT is a potentially cost-effective intervention delivery method to help address the needs of children with ASD at school.…”