审视全国自闭症教师认证趋势：对农村学校的启示

Pub Date : 2021-10-09 DOI:10.1177/87568705211031548

J. Albright, T. Williams

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引用次数: 2

摘要

这项研究调查了全国自闭症教师认证的趋势，以更好地了解寻求该证书的个人的特征，这些特征如何随着时间的推移而变化，以及拥有该证书的教师目前在哪里工作，以确定最需要的领域的招聘和保留策略。这项事后研究包括对2011年至2012年学校和人员配置调查教师问卷以及2015年至2016年全国教师和校长调查教师问卷的二次分析。研究结果表明，大多数获得自闭症认证的持证教师都在特殊教育领域工作。此外，虽然总体趋势表明，获得自闭症认证的教师人数有所增加，但在农村学区工作的获得自闭症证书的教师却越来越少。这些结果对自闭症谱系障碍学生的学校服务提供具有重要意义，特别是那些生活和上学在农村社区的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools

This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.

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