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Does the District of Columbia require autism training for school staff? What District of Columbia law asks, and where outside training fits

The short answer

We found no District of Columbia law or rule that requires school staff to complete autism training. Under the District's special education rules for children with disabilities, local education agency (LEA) personnel who apply physical restraint must be trained and certified in specific, evidence-based techniques, and personnel who apply seclusion must be trained in its proper use. Separately, the D.C. Code tells the Office of the State Superintendent of Education (OSSE) to offer school staff regular professional development on classroom management and positive behavioral interventions.

What we found

On October 29, 2026, we searched every section of the D.C. Code's education title (Title 38) for autism, restraint, seclusion, positive behavior, de-escalation, behavior intervention and paraprofessional training. We also read OSSE's special education rules (5-A DCMR Chapter 30, in effect since July 1, 2022) and OSSE's educator credential renewal requirements. We did not find a requirement in these sources for teachers, paraprofessionals or other school staff to complete autism training. In the special education rules, autism appears as a disability category for eligibility, not as a training topic. The nearest duties are below.

Related training rules for District of Columbia school staff

### Training for staff who use restraint or seclusion (5-A DCMR §§ 3044 and 3045) OSSE's special education rules establish "state-level requirements implementing and supplementing Part B of the Individuals with Disabilities Education Act (IDEA)." They allow physical restraint only in emergency circumstances, and they set who may apply it:

"Physical restraints shall be applied only by LEA personnel who are trained and certified in the appropriate use of specific, evidence-based techniques. The LEA shall maintain copies of training certifications."

The same rules allow seclusion only in emergency circumstances, and say:

"Seclusion shall only be applied by LEA personnel who are trained in the proper use of appropriate techniques supported by written policies and procedures established by the LEA and consistent with regulations and guidance issued by the SEA."

These rules are part of the District's special education rules, which implement the federal IDEA for children with disabilities. They cover the LEA personnel who apply restraint or seclusion, not all staff. Our course does not teach restraint, seclusion, de-escalation or crisis intervention.

Source: 5-A DCMR Chapter 30, Notice of Final Rulemaking, 69 DCR 005902 (May 27, 2022), posted by OSSE; current section list at DC Regulations, Chapter 5-A30.

### Professional development OSSE must offer (D.C. Code § 38-236.06) The D.C. Code tells OSSE to provide LEAs and schools with "Regular, high-quality professional development opportunities and technical assistance, and recommendations for further instruction outside of these opportunities, for local education agency and school personnel." The listed topics include:

"(B) Classroom management, positive behavioral interventions, and fostering positive school climate"

"(E) Implementation of high-quality functional behavior assessments, behavioral intervention plans, and manifestation determination reviews"

This section puts the duty on OSSE to offer the training. It does not require any staff member to attend. Ask OSSE what it currently offers.

Source: D.C. Code § 38-236.06.

### Renewing a DC educator credential (OSSE) OSSE's renewal page for the professional learning option says applicants submit proof of "the equivalent of 120 clock hours or eight semester credit hours, or a combination of both completed within the previous four years of the date of the renewal application." It adds: "A minimum of 60 clock hours must be directly related to the area of the credential being renewed." The content must align with one or more of OSSE's focus areas, one of which is "Increases strategies and skills for meeting the needs of diverse learners." The page names no autism-training requirement.

Source: OSSE, Professional Learning Units.

Where outside training fits

Sections 3044.5 and 3045.4 set staff training requirements but do not name a training provider. Our course does not teach those techniques and is not offered for that purpose. For credential renewal, OSSE's page says the content of professional learning must align with its listed focus areas. We do not claim that our course counts toward a DC educator credential renewal, any LEA training requirement, or any hours. Before buying outside training for a requirement, ask your LEA or OSSE 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 District of Columbia 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

Last reviewed: October 29, 2026.

See every state's school autism-training rules