Abstract
Co-Editors: Tamara Marder, PhD and Laurie deBettencourt, PhD, Johns Hopkins University
According to Ludlow, Keramidas, and Landers (2007), autism sp-ectrum disorders (ASD) is the fastest growing dis-ability category receiving special education services in schools; however, the number of highly trained educators who can address the specific needs of students with ASD is insufficient. Most recently, the Center for Disease Control, estimates that 1 in 68 children are with ASD (Baio, 2014). Therefore preparation programs examine the most efficient options to train teachers to meet the unique needs of these students. How do teacher preparation programs incorporate training in specialized instruction into their coursework to train educators on how to best support students with ASD? How do training programs best prepare educators with the firsthand knowledge and the ability to implement evidence-based practices to adequately address the needs of students with autism? What are the best training methods to prepare regular and special education teachers to meet the needs of students with ASD in inclusive classrooms? How can preparation programs use online technology to provide the specialized training needed? How can teacher educators best measure the outcomes of training programs to address the needs of students with ASD?