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Autism Spectrum Disorder (ASD) is a complex condition, characterized by differences in communication, social interaction, and behavior. The number of children with ASD has risen precipitously in the last decade, increasing nearly 300% (CDC, 2014). As a result, more students with ASD are receiving services in US schools, and researchers have reported that teachers need highly specific, highly specialized knowledge and training about ASD (Simpson, 2003; Simpson, Mundscenk, & Heflin 2011). In this study, I examine special education teachers’ perceptions of preparedness to teach autistic students. This study utilized a sequential explanatory mixed methods approach. A sample of 120 special educators from one northeast state in the US provided quantitative survey data. A sample of ten teachers provided interview data.