Teacher Training

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Bill Name:  Requires all teachers to complete training in area of autism and directs the commissioner of education to assure that such training is included in all teacher certificates.  

Here are links to the bills:

• Assembly Bill §8996: Sponsor Mark J. F. Schroeder

• Senate Bill §5986: Sponsor William T. Stachowski

Current System:  Chapter 143 of the Laws of 2006 requires that all persons applying for a teaching certificate or license as special education teachers must complete three hours of course work and/or training in the area of children with Autism.  Training must be provided by an institution that is approved by the NYS Education Department.  The Commissioner of Education has developed standards to ensure that candidates for a teaching certificate or license in special education have received appropriate training.

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What the Teacher Training in Autism Spectrum Disorders Does:  This bill requires that all teacher candidates complete a minimum of three hours of training in the area of Autism and directs the Commission of Education to ensure that this training is appropriate and is included in all teacher certification programs.

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Why this matters to you:  According to current research, one in 91 children, and one in 64 boys born in the United States will be diagnosed as on the Autism Spectrum.  With the emphasis on the least restrictive environment, schools work to include all students with disabilities in the regular education program as much as possible.  Also, schools are forefront in working with parents to meet the needs of all students and may be the one of the first institutions to speak with parents if a student is presenting concerns in the classroom.  Given the prevalence of Autism Spectrum Disorders mentioned above, this will include students on the Autism spectrum.  This law will require all teachers to be trained in Autism Spectrum Disorders.  Training will include, but is not limited to:

• Awareness of the types of Autism Spectrum Disorders, including Asperger’s Syndrome and PDD-NOS,

• Characteristics of children with autism,

• Steps to take if a teacher has a student who present these characteristics

• Instructional strategies to assist in the education of students with autism

Brain research demonstrates that intervention is most effective when implemented on a young, flexible brain.  Children with autism benefit from intensive, early intervention programs and should reduce their need for intensive supports later.  This legislation focuses educators’ awareness and promotes the understanding of children with autism and help to support these children and their families.