Preparing Teacher Candidates to Meet the Needs of Students With Autism Spectrum Disorder: Examining a Community of Practice

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Preservice Teachers' Self-Efficacy in Meeting the Needs of Diverse Students

Abstract

The successful inclusion of children with disabilities is directly affected by teacher attitudes (Combs, Elliott, & Whipple, 2010). However, teacher candidates and novice teachers feel ill-prepared to meet the needs of this population (Buell, Hailam, & Gamel-McCormic, 1999). This study examines the role teacher candidates’ participation in a Community of Practice (CoP) played in increasing their knowledge about Autism Spectrum Disorders (ASD) as well as their sense of self-efficacy in meeting the needs of students with ASD in a K-6 classroom. Findings can benefit the field of teacher education by identifying the elements of the CoP that significantly impact teacher candidates’ preparedness to collaboratively reflect on and seek solutions to problems of practice.

Author

• Natalie Hagler, University of Florida