| Citation: |
Hamrick, J., Cerda, M., O’Toole,C., & Hagen-Collins, K. (2021). Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools.
Focus on Autism and Other Developmental Disabilities, 36
(4),
213-224.
|
| Title: |
Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools |
| Authors: |
Hamrick, J., Cerda, M., O’Toole,C., & Hagen-Collins, K. |
| Year: |
2021 |
|
Journal/Publication:
|
Focus on Autism and Other Developmental Disabilities |
| Publisher: |
SAGE |
| DOI: |
https://doi.org/10.1177/1088357621989310
|
| Full text: |
|
| Peer-reviewed? |
No
|
| NIDILRR-funded? |
No
|
|
Research design:
|
Survey research
|
|
Purpose:
|
The purpose of this study was to identify the use of instructional practices, preparedness to use interventions, access to training, influences on decision-making and areas of need related to current roles for special educators in public education. |
|
Data collection and analysis:
|
Knowledge and preparedness were measured using the the Teacher Knowledge and Preparedness
Survey, a 93-question survey, collected from 255 special educators in public education. Descriptive statistics were used to summarize all findings from the survey and look at correlations
between interventions educators chose to use and the educator's number of years in education as well as related training. |
|
Findings:
|
Survey results indicate a gap between interventions supported by research and the application of those evidence-based practices (EBP). Participants reported using interventions that were not identified as evidence-based practices when working with individuals with autism and intellectual disabilities and reported feeling unprepared to use EBP interventions. |
|
Conclusions:
|
This study confirms what other studies have indicated that knowledge and application of interventions based on evidence based practices are not consistently used when working with students with autism. |
