Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

Autor/inn/en	Goldman, Samantha E.; Gilmour, Allison F.
Titel	Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 2, S.550-563 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldman, Samantha E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04561-w
Schlagwörter	Autism; Pervasive Developmental Disorders; Elementary School Students; Middle School Students; Students with Disabilities; Special Education Teachers; Teacher Certification; Language Arts; Mathematics; Academic Achievement; Alternative Assessment; Standardized Tests; State Standards; Correlation + Suchen Sie Ihr Suchwort? Autismus; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sprachkultur; Mathematik; Schulleistung; Standadised tests; Standardisierter Test; Korrelation
Abstract	Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01