You asked for information on a 2007 New Jersey law requiring training for prospective and current teachers and paraprofessionals in awareness of, and instructional methods for, students with autism. You also asked about Connecticut's requirements for such training.

SUMMARY

A law passed in the 2007 session of the New Jersey legislature mandates colleges and universities to incorporate training in awareness of autism and other developmental disabilities and in instructional methods for students with such disabilities into their existing teacher preparation curricula for prospective New Jersey teachers, starting next year. The training must be recommended by the New Jersey education commissioner. The commissioner must also recommend how to include such training in teacher and paraprofessional in-service and other appropriate training programs.

Connecticut already has a law and regulations requiring candidates for Connecticut teacher certificates to complete a special education course that covers both (1) the growth and development of children with special needs and (2) ways of working effectively with such children in regular classrooms. Connecticut law also requires in-service training programs for current teachers and other certified education personnel to include these topics. These Connecticut requirements do not specifically mention autism or other developmental disabilities. But, since federal regulations make children with such disabilities eligible for special education and related services, these disabilities are included in Connecticut's existing teacher training requirements.

Connecticut has no training or certification requirements for paraprofessionals and thus no requirements that such employees be trained in working with children with autism and other developmental disabilities. However, the General Assembly passed a new law in 2007 that requires the State Department of Education (SDE) to promote all types of training for paraprofessionals and to establish an advisory council to recommend various types of paraprofessional training. The 2007 law could provide a mechanism for addressing training paraprofessionals about autism and other developmental disabilities.

NEW JERSEY LAW

A recently passed New Jersey law (A 4055/S 2558, P. L 2007, ch. 171) requires the state's education commissioner to develop recommendations on awareness of, and instructional methods for teaching, children with autism and other developmental disabilities. It requires colleges and universities offering preparation programs for those seeking certification to teach in New Jersey's public schools to incorporate the commissioner's recommendations in their existing course curricula starting in the 2008-09 school year. The law also requires the commissioner recommend ways to incorporate awareness of, and instructional methods for teaching, children with autism and other developmental disabilities, into teacher and paraprofessional in-service training programs and other training, as appropriate.

The commissioner's recommendations must address:

1. the characteristics of students with autism and other developmental disabilities;

2. curriculum planning, curricular and instructional modifications, adaptations, and specialized strategies and techniques;

3. assistive technology; and

4. inclusive educational practices, including collaborative partnerships.

In formulating his recommendations, the new law requires the commissioner to consult with various other parties including the state's health department and organizations, some of which are named, that (a) promote awareness of, and provide services to people with, autism and other developmental disabilities and (2) represent the “education community,” such as teachers, school administrators, and boards of education.

The commissioner must submit his recommendations to State Board of Education. The board must adopt implementing regulations based on the recommendations.

CONNECTICUT LAW

Teacher Certification Requirements

Although Connecticut has no requirement that prospective teachers receive training specifically in autism and other developmental disabilities, Connecticut law does require that, to be eligible for a Connecticut initial or provisional educator certificate, candidates must complete a special education course of at least 36 clock hours. The course must include: (1) understanding the growth and development of exceptional children, including handicapped, gifted, and talented children, and (2) methods for identifying, planning for, and working effectively with special needs children in a regular classroom (CGS § 10-145b (e)) and Regs. of Ct. State Agencies, § 10-145d-412).

Teacher In-service Training

Local and regional school boards must offer certain in-service training programs to their certified teachers, administrators, and pupil personnel every year. The programs must include training on the growth and development of exceptional children who may require special education, including those with attention-deficit hyperactivity disorder or learning disabilities. The training must also cover methods for identifying, planning, and working effectively with special needs children in a regular classroom (CGS § 10-220a (a)(3)).

Paraprofessional Training

Connecticut law does not require school boards to offer training for paraprofessionals. But a 2007 law requires the SDE, through its State Education Resource Center, to (1) promote professional development for school paraprofessionals responsible for instructing students and (2) establish a paraprofessional advisory council to advise on the needs for paraprofessional training and effectiveness of the content and delivery of existing training (PA 07-3, JSS, effective July 1, 2007). The law does not expressly require training in how to recognize or work with students with autism or other developmental disabilities, but it allows the department and the council to promote or recommend such training.

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