A new teacher in a self-contained classroom for six kindergarten students with autism and autistic-like behaviors describes the challenges of beginning a new program in her school, planning instruction with the new state instructional standards in mind, being scrutinized by parents and advocates, and coordinating documentation of progress and development of Individualized Education Programs (IEPs). Her challenges become successes through the support of an induction program that includes a mentor who also teaches young children with autism, insightful administrators, and school district resources. Components of an induction program that meets the needs of new special educators are included.
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