Muller, E. (2005, October).  Autism endorsements: state approaches.  inForum, October 2005, National Association of State Directors of Special Education.

• 1992 - IDEA added autism as a separate category - mandated counts
• some states have created an autism endorsement
  • Project Forum at NASDSE - analysis of autism endorsements
• 7 states that appeared to have autism endoresment
  • one state - did not have one
  • another state d/c autism endorsement - I WONDER WHY
• survey done in summer 2005
• states that have autism endorsements (began in the 1980s)
  • Michigan - combined endorsement with severe disabilities
  • Delaware - same thing
  • West Virginia - combined BD/autism - 199ps
  • Nevada - 1996
  • Florida - 2002 - not in full compliance until 2011
• why?  - more numbers of kids on the spectrum - FL, NV and WV have lower than typical rates of autism
• other reasons
  • DE - DAP
  • WV - endorsements for all disability areas
  • NV -endorsement must match the majority of the students on caseload
• before endorsement - teachers had a wide variety of endorsements
• Some states - stand alone, others were able to add only if they had another endorsement
• add ons to SPED certification
  • MI, NV, and WV - required to be highly qualified
  • DE - many LEAs expect an autism endorsement to be hired
• MI - requires the most semester hours (30) - the rest 15
  • 3 states require practicum (FL, MI anc WV)
  • DE - requires autism or severe disabilities
• FL and NV - ecclectic approaches, MI - no theoretical orientation, DE and WV - ABA
• all had personnel prep programs at IHEs - some only at one university
  • some offered financial support
• Additional endorsements
  • autism mentor - for paras with extensive work with kids with autism
  • Mi - teacher consultant (for itinerant educators) and interdisciplinary certificate (non teachers, Related service providers)
• Outcomes - number of teachers probably incomplete and underestimated, since most states offer a dual endorsement
  • DE - 450 teachers endorsed
  • MI - 250
  • WV - same since 2003
  • NV - 150
  • FL - 10
• none seemed to have influenced the inclusion of students with autism
  • impact seems to have been positive
  • motivated teachers to seek training
  • more strategies
  • ABA approach has been beneficial for all students
    • however,  autism is a resource-intensive population
• barriers and challenges
  • multiple endorsements presents a burden to teachers
  • hard to complete coursework in the required time frame
  • recruitment and attrition
  • may  contribute to teacher shortage
  • may contribute to less inclusion - teachers may cluster students with autism
  • may not want autism endorsement - more due process hearings
• benefits
  • more qualified and better prepared
  • more strategies
  • more awareness
  • ABA and FCT is good for all students with disabilities
  • may keep some students with autism in general educaton if the teachers have multiple endorsements