Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools

Abstract

This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.