A self-administered electronic survey and follow-up interviews were used to determine the quality, quantity and types of supports that are provided for students with autism spectrum disorders in a variety of public school settings nationwide. Quantitative and qualitative analyses were conducted to determine the effects of educators’ background, ongoing training and development activities, opinions and attitudes of educators on the supports available. Statistically and socially significant effects were found for a number of these characteristics. A need for increased and improved educator training in autism strategies was a prevalent theme throughout the data.
Sandford, Cheryl A., "Available Classroom Supports for Students with Autism Spectrum Disorders in Public Schools" (2009). NERA Conference Proceedings 2009. Paper 1.