Experiences from the Field, using DIR® to Support Teacher Education and Development
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Corinne Catalano, MA, School Psychologist at Montclair State University Ben Samuels Children's Center Inclusive program
Due to the complexity of autism spectrum disorder (ASD) and the increasing number of students with this diagnosis present in both special education and general education classrooms it is necessary to re-conceptualize teacher education and professional development. The preparation and support of teachers working with these students cannot simply transmit methods to control and shape behaviors but must more deeply examine educational theories and support the development of a disposition toward inquiry which requires that teachers understand the underlying intellectual and motivational processes of the child. It is proposed that a conceptual shift occurs for teachers who are exposed to teacher education and development that draws upon the DIR® framework. This conceptual shift requires interdisciplinary, collaborative staffing patterns and mentorship for teachers of young children with ASD.
Learning Objectives: By the end of this presentation participants will be able to