Special Educators' Knowledge of HIV Transmission: Implications for Teacher Education Programs

Abstract

In light of the magnitude of the AIDS epidemic, schools are addressing the issues of school attendance of HIV-infected children and the delivery of AIDS education programs. Special educators may become increasingly involved in the education of students with HIV and AIDS, and the delivery of AIDS education programs to students with disabilities. Special educators (teachers; speech-language clinicians; and preschool, early childhood, and at-risk personnel) were surveyed as to their knowledge of documented and nondocumented modes of HIV transmission. The findings suggest that special educators have limited knowledge of verified and nonverified modes of HIV transmission. Implications for preservice and inservice training programs are discussed.