Special education teachers serving students with autism: A descriptive study of the characteristics and self-reported knowledge and practices employed

Abstract

Autism now affects a significant number of students in schools. The purpose of this study was to survey special education teachers who serve students with autism to 1) determine teacher, environmental, and student related characteristics; 2) identify the self-reported knowledge of effective teaching practices; and 3) identify the self-reported implementation of effective teaching practices. The study was conducted with special education teachers employed in Virginia using a web-based survey titled the Needs Assessment of Special Educators who Serve Students with Autism. Respondents included 498 special education teachers with a wide array of qualifications and experience including licensure status, years of teaching and area of endorsement. Results provide a description of teacher characteristics that directly impact instructional delivery as well as information regarding self-rated knowledge and implementation of efficacious strategies. Information from this study can be used to improve service delivery to students with autism by informing policy and directing and enhancing teacher professional development initiatives at the preservice and inservice levels.

Self-reported competency, knowledge and practices of teachers teaching primary children with autism in government schools of West Malaysia: a cross-sectional study

“…A similar profile was reported in studies conducted by Toran et al and Wei et al 15,16 A moderate level of self-reported competency in determining appropriate intervention goals for the autistic children was reported by respondents in our study. Hendricks , Toran et al and Wei et al noted similar findings in their studies 9,14,16 .…”

“…This research adapted the same questionnaire used by Hendricks in the study 'Skill competencies for professionals and paraprofessionals in Virginia supporting individuals with autism across the lifespan' 9 . This questionnaire was used to survey special education teachers employed in public schools in Virginia, USA The Virginia Skill Competencies is a list of guidelines for educators who serve students with autism and it was generated to develop educational standards in autism 10 .…”

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

“…It is worrying that the majority of primary school teachers appeared to have poor knowledge about autistic children (Geraldina, 2015), were not prepared to teach autistic children in their classroom (Cramer, 2014;Low et al, 2017;Pervin, 2016;Razali et al, 2013) and felt inadequate in both teaching and dealing with students with autism (Akgul, 2012;Toran et al, 2016). Furthermore, teachers expressed neutral attitudes towards the inclusion of students with autism in general education classrooms (Engstrand & Roll-Pettersson, 2012;Srivastava et al, 2017a), whereas special education teachers, who taught students with autism, had low to moderate levels of knowledge regarding autism, as well as low to moderately effective teaching practices for their students (Hendricks, 2011). Finally, in-service, preservice, and future teachers had no (or limited) knowledge as well as basic misconceptions about autism and the needs of students with autism in inclusive education classes (Ayub et al, 2017;Barned et al, 2011;Finch et al, 2013;Johnson et al, 2012;Rakap et al, 2016;Yasar & Cronin, 2014;Young et al, 2017).…”

“…However, 75% of the sample reported that full inclusion was not feasible for all the students. Hendricks (2011) in the state of Virginia analysed the knowledge and practices of 498 special education teachers about autism. Interestingly, this survey's results revealed that special education teachers, who were teaching students with autism, had low to moderate levels of knowledge regarding autism, as well as low to moderate effective teaching practices for their students.…”

Pre-service Special Education Teachers’ Knowledge about Autism

“…The National Research Council (NRC, 2001) concluded that current teachers' preparation programs designed to prepare teachers to work with children with autism is the weakest point in these programs. Hendricks (2011) indicates that this weakness comes from the special nature of these children. Preparation programs (pre-and in-service) require specialized training in order to provide teachers with the needed competences to understand these students' characteristics and to respond to the needs that results from them.…”