Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?
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...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 51; no. 2; pp. 550 - 564 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148320301&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148320301 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: 2021 vid: 51 iid: 2 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 148320301 144068170 148320301 148320301 10.1007/s10803-020-04561-w 148320301 ppf: 550 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? aug: au: Goldman, Samantha E. Gilmour, Allison F. affil: Department of Education, Assumption College, 500 Salisbury St., 01609, Worcester, MA, USA sug: subj: Autism Spectrum Disorder Education Student Attitudes Teachers Certification Language Arts Mathematics Outcomes of Education Human Education, Special Teaching Methods Descriptive Statistics ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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