Examining Pre-Service Teacher Candidates’ Sources and Levels of Knowledge about Autism Spectrum Disorders

This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship between sources of knowledge about ASD and actual levels of knowledge. Based on the findings, the authors argue that there is a need for coursework that focuses on effective intervention strategies and utilizes direct opportunities for teacher candidates to work with students with ASD

A Response to Evolving Practice in Assessment and Intervention for Mildly Handicapped Adolescents

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.This paper examines the developmental history of programs for mildly mentally retarded and learning disabled adolescents. Curriculum/instructional alternatives are discussed and a rationale presented for consideration of a student's educational history when making instructional decisions. This rationale is predicated on the perspective that many mildly handicapped students have not been subjected to intensive instruction during their school years despite having received special educational services. Characteristics of intensive instruction and options for the implementation of such instruction is presented