Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools
Jennifer Hamrick, Mari Cerda, Cyndi O’Toole, Katherine Hagen-Collins
Abstract
Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.