Training and Knowledge and Autism Spectrum Disorders amongst special Education Teacher: A Survey

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CHAPTER 1: INTRODUCTION

Background of Study

Awareness about the occurrence of Autism Spectrum Disorders (ASD) has been increasing with the passage of time. The Centers of Disease Control (CDC) approximated the occurrence of ASD to be 1 in 88 people across the U.S (CDC, 2012). The awareness of the distinctive needs of the people with ASD continues increasing with the increases ASD cases. Autism implies towards a collection of developmental brain disorders which is jointly called Autism Spectrum Disorders (ASD). The expression 'spectrum' attributes towards the broad array of skills, symptoms and impairment and disability that children with ASD can possibly have. Most children might be slightly impaired whereas other can have quite a few disabilities (NIH, 2011).

Autism is considered a spectrum disorder, but the individuals diagnosed along this spectrum represent a diverse group (Heflin & Simpson, 1998). Many students with ASD are studying in general schools with other individuals not having ASD (U.S. Department of Education, 2009). Very few special education teachers have any, or at best limited, knowledge or training on ASD in children. Educators trained in schools and colleges seldom receive any specialized training in ASD as part of preservice general and special education programs (Lett-Stallworth, 2011). Moreover, only few special education teachers are aware of the evidence-based practices for individuals with ASD (Lett-Stallworth, 2011).

The children diagnosed with ASD have been rapidly increasing within the United States (Rice, 2007). This adds to the necessity of devising an appropriate system which can be used to help these children. Evidence Based programs have been acknowledged by many researchers as a necessary program since it can provide these children with the education and training which they require (Odom et al. 2010; Krata, 2001). Presently many undergraduate teacher preparation programs offer training for special education training. Barnhill et al. (2011) conducted a research of 87 institutions which indicated that 41% institutions offered no ASD course work in their special education degree. Partly some of the institutions clearly stated that their respective states had yet to develop autism competencies for the teachers. 30% claimed their states had autism competency and 14% had no clue whether there were any competencies for Autism within their state.There is still a greater need to pursue evidence based programs for Autistic children.

The State of Texas administers a number of programs that focus on meeting the needs of the children and young adults dealing with ASD. Texas Department of Assistive and Rehabilitative Services (DARS) has devised early interventions which need to be taken for ASD children. The Texas Education Agency (TEA) ensures that the special schools are providing the quality education which these children require. Special schools are encouraged to coordinate with the Education Service Centers (Traylor, n.d).

A general agreement in the certified literature regarding methodologies and individualized strategies for teaching individuals with ASD (Educating Children with Autism, National Research Council, April 2002; Wilkinson, 2011; Adam et al. 2012).

First, National Research Council (NRC, 2001) revealed some ...