A modular competency-based model of additional professional education for teachers working with children with ASD. Research findings

Context and relevance. The education system for individuals with autism spectrum disorder (ASD) requires additional training of teaching staff, since there is a gap between theoretical preparation and the real professional practice of teachers. Objective. To develop a modular competency-based model of additional professional education (APE) for teachers working with children with ASD in order to strengthen the human resource capacity of the education system. Hypothesis. Increasing the weight of practice-oriented modules in APE and supporting teachers during their entry into the profession lead to more effective application of work technologies. Methods and materials. A survey was conducted among 149 teachers from the Volga Federal District (preschool educators, school teachers, special education teachers, and speech-language pathologists) who completed the advanced training course “Application of Technologies, Methods, and Techniques for the Prevention and Correction of Developmental Disorders in Students with ASD”. Descriptive statistics were applied to each assessed indicator for each category of teachers. Results. Based on the identified deficits, a modular competency-based model of APE was developed, implemented through two standalone, successive programs — advanced training and professional retraining. The model provides for supporting teachers as they enter the profession. An average level of professional competence development was found across all categories of teachers. The most deficient areas were: work in an interdisciplinary team supporting children with ASD and their families (1,59–2,24 points) and the application of technologies for propaedeutics and prevention of ASD progression (1,73–2,31 points). Deficits were more pronounced among preschool educators and school teachers than among speech-language pathologists and special education teachers. Conclusions. The practical significance of the model lies in bridging the gap between the theoretical preparation of teachers and the requirements of real professional practice. In the future, it is planned to assess the dynamics of the formed competencies.

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