Autism Teacher Education: A Review of the Literature

• In Event: Roundtable Session 3
  In Roundtable Session: Disrupting Norms of Ability and Disability

Abstract

This paper reviews the academic literature on the preparation of teachers who work with students with autism. Findings from the review included four significant implications. First, there is little consistency across states, in higher education, and in policy about the best approach to autism teacher education. Second, autism teacher competencies have been developed separately by several major organizations and states, reinforcing a “silo-approach” to autism teacher education. Third, orientation clashes have prevented development of consistent autism teacher education in the U.S. Lastly, while there is an established literature base on efficacy of interventions, the training of teachers in identifying, selecting, matching and implementing interventions to students has been grossly overlooked. Implications for educators, researchers, and policy makers are discussed.

Author

• Elizabeth Stringer Keefe, Stonehill College