ARE SPECIAL EDUCATION TEACHERS PREPARED TO TEACH THE INCREASING NUMBER OF STUDENTS DIAGNOSED WITH AUTISM?

In America, the number of children diagnosed with autism has increased to 1 out of every 150. The current trend in special education appears to support integrated education. Applied Behavior Analysis (ABA) is recognized by many as a very effective instructional methodology in teaching children with autism. Parents are increasingly requesting that special education teachers and general education teachers incorporate ABA into classroom instruction. It is reported that most teachers graduate from colleges with minimum training in evidence-based practices for children diagnosed with autism. Yet, as these children spend more time in integrated and inclusive settings there is a need for well trained and highly qualified teachers in keeping with the spirit of the No Child Left Behind Act of 2001. This study examines the increase of children diagnosed with autism in the Southeastern region of New York State (NYS) over a five year period (2002-2007); the number of ABA trained teachers in this region to meet the growing instructional demands of these children; and to what extent are randomly selected colleges and universities in NYS offering evidence-based training (ABA) to prospective special educators?