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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

Samantha E Goldman1, Allison F Gilmour2

  • 1Department of Education, Assumption College, 500 Salisbury St., Worcester, MA, 01609, USA. s.goldman@assumption.edu.

Journal of Autism and Developmental Disorders
|June 14, 2020
PubMed
Summary

Teacher certification area did not impact academic outcomes for students with autism spectrum disorder (ASD) on regular or alternate assessments. However, special education certification was linked to lower outcomes on modified assessments.

Keywords:
Academic outcomesAutism spectrum disordersTeacher certificationTeacher preparation

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Area of Science:

  • Special Education
  • Educational Psychology
  • Autism Spectrum Disorders (ASD)

Background:

  • Students with autism spectrum disorders (ASD) are typically instructed by special educators.
  • Limited research exists on the association between special educator certification and academic performance in students with ASD.
  • Understanding this relationship is crucial for optimizing educational support for students with ASD.

Purpose of the Study:

  • To investigate if teacher certification area influences academic outcomes for students with ASD.
  • To determine if this association differs based on the type of state assessment administered (regular, alternate, modified).

Main Methods:

  • Analysis of three years of state administrative data.
  • Inclusion of students with ASD in grades 4-8 receiving special education services.
  • Comparison of academic outcomes (language arts, mathematics) based on teacher certification and assessment type.

Main Results:

  • No significant differences in academic outcomes were found for students taking regular or alternate assessments, irrespective of teacher certification.
  • Students with ASD taught by special education certified teachers and taking the modified assessment demonstrated lower academic outcomes.
  • This suggests a potential disadvantage for students with ASD on modified assessments when taught by specially certified teachers.

Conclusions:

  • Teacher certification area may not universally impact academic performance for students with ASD.
  • A potential negative association exists between special education certification and outcomes on modified assessments for students with ASD.
  • Findings have implications for teacher training, policy development, and future research in special education for students with ASD.