Programmatic change related to autism spectrum disorders (ASD) training in special education teacher education programs across the U.S. and institutional variables that influenced change were examined. Variables included institutions’ current coverage of autism content in coursework and institution enrollment. One faculty member from each identified institution was invited to participate in the study. Data were collected from 136 special education faculty using an exploratory survey instrument, the National Survey on ASD Preparation in Undergraduate Special Education Teacher Training Programs (NSAP). This study was designed around themes which emerged from empirical and pragmatic research findings conceptualizing prevalent issues in personnel preparation for ASD including critical knowledge and skills needed by teachers to effectively serve students with ASD. Results indicated a significant number of programmatic changes (66%) remain to be implemented in undergraduate special education programs at institutions participating in the study.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc84239 |
| Date | 08 1900 |
| Creators | Lett-Stallworth, Tawana |
| Contributors | Combes, Bertina, Mehta, Smita, Hull, Darrell, Bush, V. Barbara |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Lett-Stallworth, Tawana, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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