Early Childhood Education for Children with Autism: How Teacher and Classroom Characteristics Influence Student Learning

This paper estimates the relationship between changes in academic performance for pre-school age children with Autism Spectrum Disorder and teacher education and classroom staffing using data from the Pre-Elementary Education Longitudinal Study (PEELS). Strong positive relationships between changes in children’s standard scores on selected standardized math and reading tests are found when their teachers have bachelor’s or master’s degrees in special education, or bachelor’s degrees in general education. There is also evidence of relationships between classroom structure and change in student standard scores on standardized reading and math tests for children with ASD.


Subject(s):
Issue Date:
2013-07
Publication Type:
Thesis/ Dissertation
PURL Identifier:
http://purl.umn.edu/155283
Total Pages:
100




 Record created 2017-04-01, last modified 2017-08-27

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