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Corinne Catalano, MA, School Psychologist at Montclair State University Ben Samuels Children's Center Inclusive program

Description:

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

• Describe the process of transformative thinking in the educator, promoting a shift from a focus on behavioral compliance for children with ASD to a disposition of inquiry.

• Develop strategies to support this shift including the development of a “sensory vocabulary” and ways to integrate this into the evaluation process for educators

• Value the need for interdisciplinary, collaborative staffing patterns and mentorship for teachers of young children with ASD, as an essential requirement for this shift.