Lack of training for teachers of pupils with autism, study finds

Study participants’ knowledge and use of evidence-based practices differed across a number of factors, including teacher position, years of experience with students with autism, and access to support professionals.

The majority of teachers received little initial teacher education (ITE) training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little professional support, according to new research.

The study, entitled Teacher Characteristics, Knowledge and Use of Evidence‑Based Practices in Autism Education in Ireland, was carried out by researchers at the Department of Psychology at the University of Limerick and the School of Psychology at NUI Galway.