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Abstract
Autism Spectrum Disorder (ASD) is considered the fastest-growing developmental disability, and in 2006, was ranked the sixth most commonly classified disability in the United States (Loiacono & Allen, 2008). The classification of autism exceeded in quintupling numbers since 1997 and many of these individuals are being educated in public school settings (Loiacono & Valenti, 2010). In order for them to receive a Free and Appropriate Public Education as outlined in the Individuals with Disabilities Education Improvement Act of 2004, teachers should be specifically certified to teach children with ASD and have knowledge of the research-based strategies available to them as educators. However, most teachers receive relatively little, if any, formal instruction in evidence-based practices for teaching children with autism (Lerman, Vorndran, Addison, & Kuhn, 2004).
This dissertation research focused on a school district in northern Delaware to determine if their perception of educating students with ASD was considered effective. Data were gathered through surveys and semi-structured interviews to determine the perception of teachers from kindergarten to grade 12 on their personal abilities to teach this population of students.
