Does Connecticut require autism training for school staff? What Connecticut law asks, and where outside training fits
The short answer
In the Connecticut statutory provisions we searched, we found no requirement for school staff to complete autism training. Each local or regional board of education must annually offer its paraeducators a free professional development program at least eighteen hours long, and each paraeducator employed by such a board must participate. Each local or regional board must provide its teachers, administrators and pupil personnel who hold an initial, provisional or professional educator certificate with in-service information on special education policies and other specified topics, at least once every five years. Each local or regional board must provide physical restraint and seclusion training to each school's crisis intervention team members every school year, and each member must be recertified annually.
What we found
On October 29, 2026, we searched the main published Title 10 chapters on the Connecticut General Assembly's site (chapters 163 to 166 and 168 to 170) for autism, positive behavior, behavior intervention, behavior management and de-escalation. We also checked the 2026 Supplement for chapters 166 and 170; it does not amend the four sections described below and does not mention autism. Autism appears only in the special education chapter, for transition planning and for applied behavior analysis services a child's plan requires. We found no autism-training completion requirement in the provisions searched. This review did not cover the rest of the 2026 Supplement, state regulations, education department guidance or acts of the 2026 session.
Related training rules for Connecticut school staff
Paraeducator professional development (C.G.S. § 10-148d).
"For the school year commencing July 1, 2023, and each school year thereafter, each paraeducator employed by a local or regional board of education shall participate in a program of professional development. Each local and regional board of education shall make available, annually, at no cost to its paraeducators, a program of professional development that is not fewer than eighteen hours in length, of which a preponderance is in a small group or individual instructional setting."
The program must cover effective instruction methods shared among paraeducators, be aligned with state academic standards, and include training in culturally responsive pedagogy and practice. The statute does not name autism as a required topic. It requires the program's components to integrate the principles and practices of social-emotional learning and restorative practices.
In-service training for certified staff (C.G.S. § 10-220a(a)). Each local or regional board must provide an in-service training program for its teachers, administrators and pupil personnel who hold the initial educator, provisional educator or professional educator certificate. The program's topics include "the laws governing the implementation of planning and placement team meetings and concerning plans pursuant to Section 504 of the Rehabilitation Act of 1973" and "an annual update of the new state and federal policies concerning special education, recommendations and best practices". On frequency, the statute says: "The manner and frequency of the provision of the information described in subdivisions (1) to (9), inclusive, of this subsection shall be determined by the professional development and evaluation committee, established pursuant to subsection (b) of this section, provided such information is provided at least once every five years." It adds: "Each local or regional board of education may allow any paraeducator or noncertified employee to participate, on a voluntary basis, in any in-service training program provided pursuant to this section."
Restraint and seclusion (C.G.S. § 10-236b(o)).
"Each local or regional board of education shall provide training regarding the physical restraint and seclusion of students to the members of the crisis intervention team for each school in the district, identified pursuant to subdivision (2) of this subsection."
Each school must identify a crisis intervention team of staff designated by the principal who have direct contact with students. "Each member of the crisis intervention team shall be recertified in the use of physical restraint and seclusion pursuant to subparagraph (C) of subdivision (1) of this subsection or chapter 814e on an annual basis." Our course does not teach restraint or crisis intervention.
Social and emotional learning and school climate (C.G.S. § 10-222ii). Each board must, every school year, "provide resources and training regarding social and emotional learning, school climate and culture and evidence and research-based interventions, including, but not limited to, restorative practices to school employees." The statute says "Any school employee may participate in any such training offered by the board under this section." It does not name autism.
Source: C.G.S. § 10-148d; C.G.S. § 10-220a; C.G.S. § 10-236b; C.G.S. § 10-222ii.
Where outside training fits
Connecticut's paraeducator law says: "Such professional development activities may be made available by a board of education directly, through a regional educational service center or cooperative arrangement with another board of education or through arrangements with any professional development provider approved by the Commissioner of Education." It does not require a board to buy an outside course. For the § 10-222ii training, the statute says "The school climate coordinator, as described in section 10-222dd, shall select, and approve, the individuals or organizations that will provide such training." We do not claim to be a provider approved by the Commissioner of Education, or that our course counts toward a paraeducator's eighteen hours, a board's in-service program or any other Connecticut requirement. A board may still choose added training for its staff. Ask your board of education or the Connecticut State Department of Education how it evaluates outside courses.
What our Intro to ABA Level 1 course covers
The Intro to ABA Level 1 course teaches methods and techniques of Applied Behavior Analysis (ABA) for parents and caregivers, teachers, paraprofessionals and behavior technicians who work with a child every day. Topics include what autism is, what ABA is, pairing, errorless teaching and prompting, and active student responding. Complete the course and pass its 40-question final exam with a score of at least 80%. Completing this course earns a Special Learning certificate of completion. That certificate is not a continuing education (CE) certificate. It is basic training in ABA methods for daily practice, not a professional credential. We do not claim Connecticut state approval or continuing education credit for this course.
A paraprofessional who took it wrote: "I want to learn everything I can to help my student succeed in the public school system. I found Special Learning's ABA level 1 course so fascinating and inspiring."
Two ways to start
- For one person: try the first two sessions free for 7 days; account creation is required, with no payment information requested. The full course costs $199, paid once, with no subscription or recurring charge. Activate your license code within 90 days of purchase; the published completion window is 10 weeks after activation. You may request a later start date, no later than three months after purchase. Start the free sessions
- For your district's staff: tell us how many people need training and when, and we will send a quote; each participant who completes the course and passes its 40-question final exam with a score of at least 80% earns an individual certificate of completion. Ask for a school quote
Last reviewed: October 29, 2026.