Distance Learning: A Viable Option for Professional Development for Teachers of Students with Autism Spectrum Disorder in China

Identifying students with ASD in the People's Republic of China (PRC) has lagged behind western countries, particularly the United States. Families often have to travel long distances to obtain a diagnosis and then are faced with few treatment options once the diagnosis is made. Recent laws governing special education in the PRC do not specifically address children with ASD; consequently, educational programs for these children are scarce. Though more special education teacher preparation programs are emerging, many are not well equipped to support teachers of children with ASD. Consequently, the need for in-service training in the area of ASD is significant. This manuscript discusses a collaborative two-year professional development project aimed at providing teachers in Nanjing, China, with much needed skills in working with students with ASD. A distance training model was employed to train teachers how to use informal assessment to guide instruction and monitor progress of their students.