Section 340.1799. Teachers of students with autism spectrum disorder; special requirements.

The teacher education program for teachers of students with autism spectrum disorder shall include a minimum of 30 semester or equivalent hours pursuant to R 340.1781, R 340.1782, and all of the following:

(a)     The identification, diagnosis   criteria  and  classification, etiology, diagnosis, range, and characteristics of autism spectrum disorder, for example, learning characteristics, sensory integration patterns, and medications commonly used with autism spectrum disorders including effects.

(b)           The   role   of   language   and    communication    including traits, characteristics, and interventions related to autism spectrum disorder, for example, pragmatic functions of communications and language such as the relationships of communication, language, behavior, and social skills; expressive and receptive language  development   and patterns;  effects   of  medication   on  language; developing communication systems such as alternative and augmentative communication   systems   and assistive technology across environments.

(c)     Using behavioral supports   and  intervention:   behavior  as communication; sensory needs and impact  on  behavior:  team-based behavior   assessments, intervention, and evaluation;  designing  environments   for  preventing  sensory overload; and, developmentally appropriate behavior such as coping and self- regulating behavior.

(d)    Assessing, teaching, and modifying instruction and curricula for students with autism spectrum disorder related to all of the following:

(i)    Aligning and adapting the student's program with the general education curriculum.

(ii)          Using  a  range  of   curriculum    guides to assist with identifying functional goals.

(iii)           Employing current assessment instruments and approaches, intervention methodologies, strategies, and techniques that are appropriate for students with autism spectrum disorder, and consistently linking assessment outcomes to curriculum planning.

(iv)   Understanding and using various data keeping systems to record progress and evaluate intervention.

(e)           Collaborating  with  parents  and    service   providers, including paraprofessionals, in educational, public, and private agencies to support students with autism spectrum disorder; and, the impact of the legal system, socioeconomic factors, mental health disorders, resources for independent living, recreation, and vocational education on the lives and behavior of students with autism spectrum disorder and their families.

(f)  Issues related to autism spectrum disorder theory, research, and policy, including definition and identification; legislation and regulations; prereferral, referral and placement; instruction and assessment of educational   progress  for  students  with autism spectrum disorder, and collaboration with general education teachers, families, and allied service providers.

(2) The 30 semester or equivalent hours  shall  be  distributed   to prioritize preparation, including pre-student teaching practice, in assessing, teaching, and modifying  instruction  for  students with autism spectrum disorder.

History: 1983 AACS; 2002 AACS; 2004 AACS; 2005 AACS.