Emily R. Shamash, Ed.D.
Alyson M. Martin, Ed.D.
Fairfield University
This issue of NASET’s Autism Spectrum Disorder series comes from the Fall 2021 edition of the Journal of the American Academy of Special Education Professionals (JAASEP). It was written by Emily R. Shamash, Ed.D., and Alyson M. Martin, Ed.D. from Fairfield University. 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.
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: community-university partnership, special education teacher training, transition program, autism spectrum disorder)
The Impact of a Community-University Partnership Program on Special Education Teacher Training in Autism Spectrum Disorder
According to the Centers for Disease Control and Prevention (CDC), 1/54 individuals have been identified as having Autism Spectrum Disorder (ASD) (CDC, 2020). Therefore, supervised teacher training to educate students with ASD is essential for all educators. There is a need for highly qualified teachers who have experience and training with students with ASD (Loiacono & Allen, 2008; Loiacono & Valenti, 2010). However, it is well documented that the field of Special Education continues to face a critical shortage of teachers across the United States (Dewey et al., 2017). Not only is there a need for highly qualified and effective special education teachers in public schools, strong preparation of special educators is a necessity (Hart & Malian, 2013).
While the need for hands-on supervised training is relevant across all grades and ability areas, researchers have found that there is a salient need for special educators who have the desire and skills to teach students with ASD (Loiacono & Valenti, 2010). It is insufficient to simply grow the number of certified special education teachers to fulfill these vacant positions. It must be a national goal to prepare well-trained and experienced teachers who have supervised opportunities teaching students with ASD prior to entering the field. This will assist to adequately prepare new teachers to the complexities and challenges of working with individuals with ASD and their families. While studying the theory behind evidence based practices for students with ASD is imperative for special educators, the application of these methodologies under supervised mentor teachers and professionals is equally essential to quality teacher education (Hart & Malian, 2013).
In order to discuss how teacher candidates can be adequately prepared to teach students with ASD, it is important to first mention the special education teacher preparation guidelines. Preparing special educators predominantly involves the successful completion of a state approved Educator Preparation Program (EPP) leading to certification. Field observations in school and agency settings for students with disabilities as well as student teaching/practica hours are central to teacher education and training required across all approved EPPs (Nagro & deBettencourt, 2017). While the Council for Exceptional Children (CEC), the professional association for special educators, recommends direct field experience for pre-service special educators in a range of settings, abilities and age groups, they do not mandate the number of hours required across programs. Each state department of education specifies the educator preparation regulatory requirements across all teacher certifications, yet they also do not specify the number of hours and ways in which the EPPs must implement these statues (Barnhill et al., 2010). This leaves options and decisions on how to best prepare teacher candidates to work with students with ASD up to the EPP.
Throughout the United States, EPPs maintain flexibility with the ways they choose to meet state requirements, yet they share the primary goal of offering high quality instruction and training to teacher candidates. As a result, supervised field hours and requirements vary widely across preparation programs. It is important to note that researchers have found that direct field experience for pre-service educators includes working directly with students. More specifically, supervised field experiences are among the most crucial learning experiences within teacher preparation programs (Nagro & deBettencourt, 2017). Supervised field experiences offer opportunities to engage in real-time problem solving methods, active engagement, application of evidence based practices and professional dispositions, all under the supervision of a certified educator and experienced mentor. Teacher candidates must engage in supervised learning experiences that involve diverse settings as well as working with a range of students with regard to ability, gender, language, race and class (The Council for Exceptional Children’s Standard Framing Paper Workgroup, 2017).
An additional issue that impacts special education preparation program design includes that some states (e.g. Connecticut), offer a comprehensive certification in Kindergarten – 12th grade. Even with well-designed and versatile teacher preparation programs, there is no gold standard by which to design a preparation program that leaves candidates well-equipped to gain employment across K-12 learning environments. Providing candidates with supervised field work covering the broad range of ages and disability categories and diagnoses, as well as, offering a range of training experiences in diverse settings is an ongoing challenge for EPPs (Sindelar, Brownell, & Billingsley, 2010).
One of the ways in which EPPs can address the need for high quality supervised field experiences for special education teacher candidates, is by offering peer modeling opportunities in University settings. These kinds of programs can benefit both students with ASD and peer mentors interested in entering the field of special education. Offering experiences to teens and young adults with ASD in higher education settings is a growing trend with the enactment of the Higher Education Opportunities Act in 2008, it is recognized as an ideal setting for postsecondary learning (Kleinert et al., 2012). Siew et al., (2017) looked at a peer mentoring program for students with ASD on a college campus. They found that students with ASD experienced increased social support and positive impact in the area of communication skills as a result of participating in such a program. While studies (Kleinert et al., 2012, Siew et al., 2017) have investigated peer mentoring for students with ASD enrolled in University courses, few have investigated the impact on same-aged peers without disabilities. University programs who are committed to the dual goal of exposing students with ASD to a University campus and pre-service educators and undergraduate students to working with adolescents with ASD is not yet common practice.
In order to meet the need of accessible 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 offers a unique opportunity for both undergraduate and graduate pre-service general and special educators to gain hands-on practical experience teaching students with ASD under the guidance and supervision of highly qualified special educators (Martin & Shamash, 2020).
Current Program Model
A team comprised of faculty members from the Special Education Program at Fairfield University and Special Education graduate and undergraduate students from various majors, as well as, senior staff from The Kennedy Center’s Autism Project partnered and co-led the development, implementation and assessment of this community-based social activity group, Transition Opportunities for Post-Secondary Success (TOPS). This group was established through a collaborative University and agency partnership in order to explore a new transition paradigm for young adults ages 18 to 23 of the greater Bridgeport, Connecticut area with high functioning ASD. Collaboratively, each stakeholder contributed to the various needs of the program. The partnership offered graduate students in special education pre-service programs and undergraduate students in educational studies minor programs the opportunity to gain field experience on the University campus. The program began with a pilot year in 2017-2018 and is currently in process as an evolving and continuing program on campus.
Program Overview
Background and Program Initiation
The Kennedy Center, a local non-profit organization that supports children and adults with developmental disabilities, indicated a need for an innovative transition program to support significant improvement in the development of critical life skills among young adults with ASD on a University campus. The Kennedy Center approached Fairfield University to discuss the development of a post-secondary preparation program for teens and young adults with ASD. Concurrently, based on feedback from graduate students enrolled in the Fairfield University’s Special Education Program, it had been noted that pre-service special educators were provided limited exposure and training in the area of transition services and hands-on experiences working with students with ASD who are of transition age. After numerous discussions and planning sessions, the TOPS program was created by faculty from Fairfield University’s Graduate Special Education Program and administrators from The Kennedy Center to meet the needs that both partners deemed mutually beneficial. The program aimed to address a multitude of social challenges and independent living skills for young adults with ASD in order to provide opportunities to practice self-empowerment, independence and problem solving skills in an inclusive University setting. Building positive social interactions among peers in the TOPS group and students on campus was central to the program. Each stakeholder contributed to the various needs of the program. Fairfield University focused on pre and post-assessment, data collection, consultation on program development and refinement, and logistical support. The Kennedy Center led recruitment of individuals with ASD and consistent communication with families. Both Fairfield University and The Kennedy Center collaborated on curriculum development, implementation and evaluation. Finally, Fairfield University offered graduate students in special education and undergraduate education minors to serve as assistants (Martin & Shamash, 2020).
TOPS Program Assistants
Recruiting
Assistants were recruited in one of two ways. First, at the start of each semester in two graduate level special education courses; SE 410: Introduction to Teaching Students with Autism Spectrum Disorder (Fall semester); and SE 411: Introduction to Teaching Students with Intellectual Disabilities (Spring semester), an invitation was extended to all students enrolled in each course. This opportunity was offered in order to fulfill course field requirements by assisting in the TOPS program. Second, an email blast was sent out prior to each fall and spring semester to all undergraduate students who declared the educational studies minor. Undergraduates who replied with interest and schedule availability were provided a first come, first serve opportunity to assist in the program. Acceptance was based on availability, interest, and ability to consistently attend TOPS sessions throughout the semester. Once the assistants were established, they were provided an introduction to the program, as well as a brief training session led by the faculty leaders prior to attending the first TOPS session. Table 1 presents key demographics for the TOPS assistants.
Roles
The primary role of the assistants was to serve as peer models for the TOPS participants. During each session, assistants provided 1:1 guidance and support when necessary, participated in role playing activities and accompanied participants on all outings on and off campus. They served as catalysts for social interaction and aimed to foster positive peer relationships in an inclusive setting. In some cases, the assistants co-planned lessons with the facilitators.
Learning opportunities
Assisting in the TOPS program offered practical experiences that mirror both theory and practical approaches taught in the higher education classroom with the traditionally underserved population of students with ASD who were transitioning to post-secondary activities.
While the primary role of the assistants was to serve as role models and offer assistance to participants, they served a dual role as assistants and learners. Assistants observed faculty members and agency facilitators lead lessons on topics including gaining independence, advocacy, self-management, empowerment, self-care, resume writing, interview skills, and campus safety. Table 2 displays specific examples of activities and assistant roles throughout the program.
Table 1
Summary of key demographics for TOPS assistants (N=15)
|
Age |
18-22
5 |
22-32
10 |
|
Gender |
Male
1 |
Female
14 |
|
Graduate |
10 |
|
|
Undergraduate |
5 |
|
|
No prior ASD experience (educational and/or non-educational setting) |
3 |
|
|
Prior ASD experience (non-educational setting) |
10 |
|
|
Prior ASD experience (educational setting) |
2 |
|
|
Prior ASD experience (educational setting: leadership role) |
0 |
|
Table 2
Example activities and assistant roles
|
TOPS Activity |
Activity Description |
Assistant Role |
Teaching Practice |
|
Semester Goals |
Participants select from an array of personal goals for the semester. Examples include: 1. During TOPS I will ask for help at least one time when needed. 2. During TOPS I will make at least one comment to a friend. 3. After an activity/trip I will remember at least two facts about the trip/activity. |
-Read list of goals -Help with selecting goal -Completing google doc goal tracking sheet in computer lab
|
-Least to most method of prompting -Guiding keyboard and computer skills -Implementing positive reinforcement |
|
Interview Practice |
-Participants practice job interview skills in a classroom setting |
-Role play with TOPS participants in dyads -Modify example questions as needed |
-Model appropriate responses -Practice reciprocal conversation skills |
|
Campus Bookstore |
-Visit campus bookstore to purchase organizational supplies |
-Assist in using campus map -Guide participants to select supplies on prewritten list -Model on campus expected behaviors -Assist with money skills |
-Least to most method of prompting -Teach money/budget skills
|
|
Health Center |
-Visit campus health center to meet with staff and learn about hygiene practices |
-Accompany participants to the health center for an inclusive lesson with nurses/staff |
-Reinforce hygiene skills -Guide health-based discussions and problem solving skills |
|
Cafeteria |
-Visit cafeteria to sample food service jobs and eat dinner |
-Model expected behaviors in cafeteria -Guide participants towards healthy choices -Model social skills with peers |
-Practice reciprocal discussions -Teach choice making and social expectations for setting -Model sensory and calming strategies |
|
Campus Safety |
-Visit campus safety to meet with officers and learn safety skills |
-Accompany participants to the office of campus safety for a tour and to learn safety tips -Prompt participant questions and answers |
-Guide safety- based discussions and problem solving skills -Facilitate recall of safety tips |
*Level of assistance varies depending on TOPS participant needs
Research Questions
- Does assisting in the TOPS program impact the TOPS assistants’ view and interest in the field of special education and ASD? If yes, how?
- What do TOPS assistants report out about their experience in the TOPS program?
Method
All assistants were asked to complete an anonymous researcher designed survey at the end of the semester. Fifteen assistants completed the survey over a period of two academic years (four semesters). The survey questions and format remained unchanged across all semesters. At the end of each semester, TOPS assistants were emailed a survey using Google forms. The survey asked questions about professional interests and experience assisting in the TOPS program. Examples of questions included: Have you worked with students with Autism Spectrum Disorder (ASD) prior to this experience?Why were you interested in participating in the (TOPS) program? and How did this exposure impact you? A complete list of survey questions can be found in Table 3.
Results
This study used a survey design utilizing an online researcher- designed survey. Graduate and undergraduate students assisting in a semester-long weekly class for teens and young adults with ASD completed the survey. The majority of TOPS assistants had little prior teaching experience with students with ASD (see Table 1). The assistants who did have some experience in summer camps or other environments did not have experience working with the post-secondary age group. Therefore, all assistants had minimal experience and none had formal training. Some assistants had other experiences prior such as a family member with ASD or participated in a Best Buddies program. Participation was voluntary and assistants were recruited from education preparatory programs. Therefore, it is not surprising that the majority of assistants reported interest in gaining experience with students with ASD, as this was the focus of their professional training by choice. As a result of assisting in the TOPS program, assistants reported they learned more about ASD, gained confidence working with students with ASD, found it a rewarding experience and mentioned that it confirmed their decision to enter a career in special education. Additionally, assistants reported gaining behavior management skills. The majority of assistants reported they formed relationships with participants and enjoyed seeing them make progress with their skills in the program. Assistants reported being surprised by the following: the connections they formed with participants, learning from the participants, level of enjoyment, difficulty for students with ASD in post-secondary activities, and the practical lessons that were implemented. All students agreed they would assist in the program again if provided the opportunity and all but three assistants reported having a plan to work with students with disabilities in their future career. Overall themes among the results included; gaining direct experience with participants with ASD, forming meaningful connections with participants, and career clarification. A complete synthesis of responses with identified themes among answers can be found in Table 4.
Table 3
Survey questions
|
|
|
|
|
|
|
Table 4
Synthesis of survey responses (N=15)
|
Questions |
Responses (Synthesis) |
|
Have you worked with students with Autism Spectrum Disorder (ASD) prior to this experience? |
(12) Yes (3) No |
|
Why were you interested in participating in the (TOPS) program?
|
(11) Gain experience (1) To get involved on campus (6) Enjoy working with students with ASD (3) Class requirement |
|
How did this exposure impact you? |
(5) Learned more about ASD (3) Felt more confident working with students with ASD (4) Solidified career of SPED teacher (7) Rewarding experience |
|
Identify three things (positive or negative) that made an impact on you as a result of this experience. |
(1) Learned behavior management (9) Formed relationships with students (6) Felt more comfortable/better understanding of working with students with ASD (4) Career clarification (3) Was able to self-reflect (7) Enjoyed seeing the students with ASD grow (3) The staff |
|
Do you plan to work with individuals with disabilities as part of your profession? Please explain. |
(2) Already do (1 para and other unspecified) (2) Yes- high school SPED teacher Yes- middle school level (7) Yes- not specified (3) No |
|
What surprised you most about this experience? |
(6 ) Connections formed, learning from students with ASD (8) How enjoyable it was (1) Difficulty for students with ASD in postsecondary options (1) Practical lessons |
|
If you had the opportunity to participate again and if your schedule allowed for it, would you choose to participate? |
(15) Yes (0) No |
Discussion
Researchers agree that hands-on teaching experiences under the supervision of experienced educators, are at the heart of pre-service teacher education (Hart & Malian, 2013; Nagro & deBettencourt, 2017). In an effort to offer a quality field experience with students with ASD, we developed a partnership program held on a University campus. We set out to examine the impact of assisting in a community-university collaborative partnership on the interests and professional trajectories of graduate and undergraduate student assistants. While not all assistants were enrolled in teacher preparation programs, all assistants had an interest in education, evident by enrollment in education courses. None of the assistants had formal training in educating students with ASD. There were a few key findings from the survey results that can provide us with ideas for further research, program implementation and strengthening of the existing program. When asked how the exposure to the TOPS group impacted them, half of the assistants reported it to be a rewarding experience. In future surveys, we plan to ask further probing questions to understand more deeply why they found it rewarding. Three assistants reported feeling more confident working with students with ASD as a result of assisting in the program. Five students reported learning more about ASD and four reported that as a result of assisting in the program, they solidified their decisions to become special educators. When asked to comment on positive or negative impact as a result of assisting in the program, six assistants reported they felt more comfortable and gained a better understanding of working with students with ASD. Three assistants reported the staff made a positive impact on them. Overall, there was an overwhelmingly positive report from all assistants as a result from assisting/involvement in the program. However, there were notable limitations. First, our sample size was relatively small and data was limited. We plan to expand our investigation by collecting qualitative data by holding focus groups and asking questions that are more specified. Second, the researchers facilitated the program and distributed the survey. Although the survey was completed anonymously, this could have skewed the survey results. We are further interested in specific examples of both positive and negative experiences in order to refine the program. We plan for future survey questions to dig deeper and to be implemented throughout the program in addition to program completion. The majority of assistants found that assisting in the program was a positive learning experience. This leads us to believe that gaining field experience with accessibility on campus is one that is worth continuing in order to offer quality supervised experiences to pre-service special educators. This may lead to increased motivation in the field and greater interest in working with students with ASD, especially those who are transitioning to post-secondary activities. Three assistants reported plans other than pursuing special education. While all assistants were interested in education and invested in it by way or enrollment in the education studies minor or graduate special education program, it is interesting to note that this experience may have further grown their interest in working with students with disabilities, including ASD. Based on these results, we plan to ask in future surveys for further explanation surrounding the experiences within the program that solidified their decisions to pursue special education. Additionally, asking about teaching desired age groups (elementary, middle, high, post-secondary), disabilities (ASD, Intellectual Disabilities, Learning Disabilities, Emotional Disabilities, etc.) and inclusive environments would provide further valuable information to the researchers. One additional limitation of the data collection included post data only. As mentioned, digging further into the reasons behind the rewarding impact of assisting in the program as well as the specific instances where skills were gained and worthwhile experiences teaching students with ASD will help to inform program development and training for assistants. Looking at how this program can teach specific skills to preservice teachers such as utilizing behavior management, teaching social skills, and collaborating with families, are areas we plan to pursue as the program continues and develops.
It is our goal to expand the TOPS assistant program for Fairfield University graduate and undergraduate students to gain firsthand experience working with students with ASD under the guidance of professional staff and experts in the field. We plan to provide graduate and undergraduate students the opportunity to participate in data collection, analytics, research presentations and writing. Including assistants in regional and national presentations to further foster their skills is a future goal of the program. Further quantifiable pre and post-test analysis looking at specific learned teaching skills as a result of assisting in the program such as behavior management and facilitating social reciprocity would also provide us with richer data from which we can further grow the training aspect of this program.
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About the Authors
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 teacher 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 eshamash@fairfield.edu
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 amartin8@fairfield.edu
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