The Preparation, Knowledge and Self Reported Competency of Special Education Teachers Regarding Students with Autism

Over the last decade the prevalence of autism has increased significantly. This drastic increase has resulted in a significant increase in students with autism in schools. Therefore, it is imperative that special education teachers have the necessary technical skills, general knowledge and self reported competency regarding the educational needs of students with autism in order to meet the unique needs of this diverse population. This study investigated Malaysian special education teachers’ self-reported amount of training, knowledge and self reported competency in regards to students with autism. A survey instrument was developed and distributed to 312 special education teachers in Malaysia that asked about their preservice and in-service preparation in autism, general autism knowledge and self reported competency in providing instruction and support for students with autism. Results indicate that the current teacher preparation programs may be inadequate in preparing teachers with the knowledge and skills necessary to teach students with autism. Additionally, in-service training is not currently addressing current teachers’ needs for knowledge and skills related to autism. Implications of these results include the need for further investigation into the autism specific content of both pre-service and in-service training of special education teachers throughout Malaysia.