RISE Above: Supporting Teacher Candidates with Autism Through Specialized Coaching

This case study examines the impact of specialized coaching support for preservice special education teachers with autism during their senior year of their teacher preparation program with specific focus on practicum and student teaching placements. The study involved two undergraduate students, ages 21 and 20, diagnosed with autism spectrum disorder, who were in their final year of a special education licensure program at a university in a rural area in the Midsouth region of the United States. Both participants had disclosed their disability status and requested accommodations through university services. The coaching process evolved through four distinct phases over two semesters. Coaches faced significant challenges including participants' difficulties with unpredictable classroom dynamics, sensory processing in high-stimulus environments, and navigating the dual identity of being both a teacher and a person with a disability in educational settings. Through documented observations, interviews, and performance data, findings indicate that targeted coaching interventions significantly enhanced classroom management skills, student engagement strategies, and professional communication abilities. Key replicable takeaways for teacher preparation programs include: establishing structured mentoring partnerships with practicing special educators who have disabilities, implementing gradual practicum placement transitions with customized sensory accommodation plans, developing explicit communication protocols for feedback sessions, and creating professional learning communities specifically for preservice teachers with disabilities. Results suggest that intentional coaching support not only improved teaching performance but also increased self-efficacy and professional resilience among participants. This case study provides practical insights for teacher preparation programs seeking to better support and retain preservice teachers with autism, while adding to the growing body of literature on inclusive practices in teacher education.