Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education / Selena J. LAYDEN in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.123-133 Titre : Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education Type de document : Texte imprimé et/ou numérique Auteurs : Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon A. SCOTT, Auteur Article en page(s) : p.123-133 Langues : Anglais (eng) Mots-clés : teacher attrition  job satisfaction  special education teachers  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : There is a lack of qualified special education teachers (SETs) in U.S. public schools. The literature has provided mixed results related to a variety of supports for SETs, including administrator, colleague, professional development, mentorship, and resources and their impact on retention. In addition, few studies have focused on SETs who work specifically with students with autism spectrum disorder (ASD), intellectual disability (ID), and developmental disability (DD). This study uses survey methodology with 859 SETs to determine if differences in intent to stay are seen for novice versus experienced SETs and which factors influence SETs' intention to stay or leave. We specifically focus on teachers working with students with ASD, ID, and DD and compare them to other SETs from the sample. Implications for future research and practice are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education [Texte imprimé et/ou numérique] / Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon A. SCOTT, Auteur . - p.123-133. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.123-133 Mots-clés : teacher attrition  job satisfaction  special education teachers  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : There is a lack of qualified special education teachers (SETs) in U.S. public schools. The literature has provided mixed results related to a variety of supports for SETs, including administrator, colleague, professional development, mentorship, and resources and their impact on retention. In addition, few studies have focused on SETs who work specifically with students with autism spectrum disorder (ASD), intellectual disability (ID), and developmental disability (DD). This study uses survey methodology with 859 SETs to determine if differences in intent to stay are seen for novice versus experienced SETs and which factors influence SETs' intention to stay or leave. We specifically focus on teachers working with students with ASD, ID, and DD and compare them to other SETs from the sample. Implications for future research and practice are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

---

1 (1 - 1 / 1)