The Professional Development Needs of Special Education Teachers Teaching Students With Autism Spectrum Disorder in Western China

Abstract

Students with autism spectrum disorder (ASD) often require specialised support. This highlights the need for the provision of high-quality professional development to improve teachers' skills to support these students. There is a dearth of literature investigating the types, duration, and quality of professional development that influence teacher practices with students with ASD in the Chinese context. This chapter aims to fill the gap and explore the professional development needs of special education teachers teaching students with ASD in Western China. The results of the study conducted by the authors indicated that teachers in Western China had a strong desire to participate in autism-specific professional development, but it was rarely available and/or did not meet their needs. The chapter concludes with implications and directions for future teacher professional development in special education.