Abstract:

One of the contemporary definitions of autism is a case of neurodiversity. Reports emphasize that 1 in every 59 child has autism. Although the rate of occurrence changes from country to country, it has been increasing all over the World and in our country in the last decade. Early interventions in early childhood is very important and need to go on throughout childhood in schools. Children with autism need to attend school with their peers in the least restrictive learning environments. Therefore, all general education teachers need to know how to teach and handle students with autism. This research investigates teacher training programs between 1998 and 2018 in terms of courses necessary to help prospective teachers understand and learn how to teach students with autism. İn addition to basic program evaluation, there is also a survey about how science educators in science education departments of the universities evaluate 2018 programs within the framework of this research. The purpose of the research is to support inclusive teacher training programs adopted universal principles. Findings display that science educators participating this research study perceived 2018 program as insufficient to teach prospective science teachers necessary skills and knowledge to handle a student with autism in their class. 

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