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Gepubliceerd in:

12-06-2020 | Original Paper

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

Auteurs: Samantha E. Goldman, Allison F. Gilmour

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2021

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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.
Literatuur
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go back to reference Geiger, W. L., Mickelson, A., McKeown, D., Kleinhammer-Tramill, J., & Steinbrecher, T. (2014). Patterns of licensure for special education teachers. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook of research on special education teacher preparation (pp. 30–46). New York: Routledge. Geiger, W. L., Mickelson, A., McKeown, D., Kleinhammer-Tramill, J., & Steinbrecher, T. (2014). Patterns of licensure for special education teachers. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook of research on special education teacher preparation (pp. 30–46). New York: Routledge.
go back to reference Gilmour, A. F. (2020). Teacher certification area and the academic outcomes of students with learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 54(1), 40–50.CrossRef Gilmour, A. F. (2020). Teacher certification area and the academic outcomes of students with learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 54(1), 40–50.CrossRef
go back to reference Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85(3), 329–346.CrossRef Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85(3), 329–346.CrossRef
go back to reference Gilmour, A. F., & Henry, G. T. (2018). A Comparison of teacher quality in math for late elementary and middle school students with and without disabilities. The Elementary School Journal, 118(3), 426–451.CrossRef Gilmour, A. F., & Henry, G. T. (2018). A Comparison of teacher quality in math for late elementary and middle school students with and without disabilities. The Elementary School Journal, 118(3), 426–451.CrossRef
go back to reference Gilmour, A. F., & Henry, G. T. (2020). Who are the classmates of students with disabilities in elementary mathematics classrooms? Remedial and Special Education, 41(1), 18–27.CrossRef Gilmour, A. F., & Henry, G. T. (2020). Who are the classmates of students with disabilities in elementary mathematics classrooms? Remedial and Special Education, 41(1), 18–27.CrossRef
go back to reference Hart, J. E., & Malian, I. (2013). A statewide survey of special education directors on teacher preparation and licentiate in autism spectrum disorders: A model for university and state collaboration. International Journal of Special Education, 28(1), 4–13. Hart, J. E., & Malian, I. (2013). A statewide survey of special education directors on teacher preparation and licentiate in autism spectrum disorders: A model for university and state collaboration. International Journal of Special Education, 28(1), 4–13.
go back to reference Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1414 (2004). Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1414 (2004).
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Metagegevens
Titel
Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?
Auteurs
Samantha E. Goldman
Allison F. Gilmour
Publicatiedatum
12-06-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-020-04561-w