Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Impact of a Community-University Partnership Program on Special Education Teacher Training in Autism Spectrum Disorder

  • Emily R. Shamash, Ed.D. (Author) Fairfield University image/svg+xml
    Emily R. Shamash, Ed.D., is an Assistant Professor of Special Education and co-director of the Graduate Special Education Program in the Graduate School of Education and Allied Professions at Fairfield University. She is a certified special educator who specializes in working with children with autism spectrum disorders and their families. Her research interests include natural environment teaching for students with autism and related disabilities, families of children with disabilities and special education tacher education. She invites you to contact her at: Fairfield University, Graduate School of Education and Allied Professions, 1073 North Benson Rd. Fairfield, CT 06824 203 254 4000
  • Alyson M. Martin, Ed.D. (Author) Fairfield University
    Alyson M. Martin, Ed.D., is an Associate Professor of Special Education in the Graduate School of Education and Allied Professions at Fairfield University. She is the co-director of the Graduate Special Education Program, as well as, the co-director of the Education Minors and 5-Year Programs. Her research interests include special education teacher burnout and stress, working with families with children with disabilities, as well as co-teaching practices in higher education. Alyson is also a certified special educator grades K-12. She invites you to contact her at: Fairfield University, Graduate School of Education and Allied Professions, 1073 North Benson Rd. Fairfield, CT 06824 203 254 4000
DOI
https://doi.org/10.64546/jaasep.468
Abstract
The need for highly qualified teachers who have experience and training with students with ASD continues to grow. In order to meet the need for high quality supervised field experiences for teacher candidates as well as opportunities for students with ASD to gain exposure to post-secondary activities on a University campus, the Transition Opportunities for Post-Secondary Success (TOPS) program was launched. This program offered a unique opportunity for both undergraduate and graduate pre-service regular and special educators to gain hands-on practical experience teaching students with ASD under the guidance of highly qualified special educators. Assisting in the TOPS program offered practical experiences that mirrored theoretical and practical approaches taught in the higher education classroom. Survey data was collected on the TOPS assistant experiences with regard to the impact on their future professional interest in special education and ASD and the overall perceived value of the training. A synthesis of results and next steps for research and practice are discussed.
Keywords
Adolescents, Autism, College Readiness, College School Cooperation, Experiential Learning, Peer Influence
References

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There are 13 references in total.
How to Cite
Shamash, E. R., & Martin, A. M. (2021). The Impact of a Community-University Partnership Program on Special Education Teacher Training in Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, 16(3), 84-95. https://doi.org/10.64546/jaasep.468

Fall 2021

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  • Article Type Articles
  • Submitted September 13, 2021
  • Published October 15, 2021
  • Issue Fall 2021
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