Preparation for Teachers for Students with Autism Spectrum Disorders: A Call for Quality and Quantity

Freddie W. Litton^1, , Anthony R. Rotatori², Rita Coombs-Richardson³ and Rachel Martinez⁴

¹Professor of Special Education and Dean, University of Houston- Victoria, Texas, USA

²Professor of Psychology, St. Xavier University, Chicago, Ill., USA

³Associate Professor of Educational Leadership, University of Houston- Victoria, Texas USA

⁴Associate Professor of Special Education and Associate Dean, University of Houston-Victoria, Texas, USA

Cite this paper:
Freddie W. Litton, Anthony R. Rotatori, Rita Coombs-Richardson and Rachel Martinez. Preparation for Teachers for Students with Autism Spectrum Disorders: A Call for Quality and Quantity. American Journal of Educational Research. 2017; 5(2):225-230. doi: 10.12691/education-5-2-19

Abstract

This paper describes and documents the need for an increase in both the quantity and quality of training programs for one of the rapidly expanding areas of special education – children with Autism Spectrum Disorders. Challenges and barriers to teacher preparation efforts are described along with program research based strategies and emerging concepts that should be included in a teacher preparation program in the area of Autism Spectrum Disorders.

Keywords:
Autism Spectrum Disorders teacher training teacher competencies mentoring and induction

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