Does New Jersey require autism training for school staff? What New Jersey law asks, and where outside training fits
The short answer
We found no New Jersey law or rule that requires school staff to complete autism training. Where a school district, educational services commission or approved private school for students with disabilities uses physical restraint on students with disabilities, staff involved in restraint must receive training in safe restraint techniques, updated at least annually. In school districts, and in nonpublic schools that choose to participate, each active teacher's individual professional development plan must include at least 20 hours a year of qualifying experiences, reduced pro rata for part-time work or absences. Each district board of education must also identify the professional development needs of staff who provide special education, general education or related services and provide appropriate in-service training.
What we found
On October 29, 2026, we searched the New Jersey Legislature's statutes database and the State Board of Education's rules on the Department of Education's site. We searched Title 18A (education) for autism, positive behavior, behavior intervention, restraint, paraprofessionals and professional development, and we read the special education rules (N.J.A.C. 6A:14), the professional development rules (N.J.A.C. 6A:9C) and the restraint and seclusion statutes (N.J.S.A. 18A:46-13.4 to 13.7).
We found no New Jersey law or rule that requires teachers, paraprofessionals or other school staff to complete autism training. The autism-training provisions discussed here (N.J.S.A. 18A:26-2.8, 18A:26-2.9 and 18A:26-2.24) address teacher preparation and recommendations for in-service training. Regionally accredited institutions of higher education offering coursework for a New Jersey instructional certificate must incorporate the Commissioner of Education's recommendations on autism and other developmental disabilities awareness and teaching methods into existing course curriculum (N.J.S.A. 18A:26-2.8). Preparation programs for an instructional certificate with a teacher of students with disabilities endorsement must include credit hours in autism spectrum disorder and comprehensive evidence-based instructional practices to address the educational strengths and needs of students with autism (N.J.S.A. 18A:26-2.24). For teacher and paraprofessional in-service training, N.J.S.A. 18A:26-2.9(b) requires the Commissioner to develop recommendations:
"The Commissioner of Education shall develop recommendations to incorporate autism and other developmental disabilities awareness instruction and methods of teaching students with autism and other developmental disabilities for teacher and paraprofessional in-service and other training programs, where appropriate, and shall submit the recommendations to the State board."
The recommendations must address the characteristics of students with autism and other developmental disabilities, curriculum planning and instructional modifications, assistive technology, and inclusive educational practices. The statute does not require districts to provide this training.
Source: New Jersey Statutes (New Jersey Legislature statutes database), N.J.S.A. 18A:26-2.8, 18A:26-2.9 and 18A:26-2.24; as enacted in P.L.2007, c.171 and P.L.2017, c.6.
Related training rules for New Jersey school staff
Physical restraint of students with disabilities. N.J.S.A. 18A:46-13.5 applies to "A school district, an educational services commission, or an approved private school for students with disabilities that utilizes physical restraint on students with disabilities". It must ensure that:
"staff members who are involved in the restraint of a student receive training in safe techniques for physical restraint from an entity determined by the board of education to be qualified to provide such training, and that the training is updated at least annually;"
The same law says restraint may be used only in an emergency in which the student's behavior places the student or others in immediate physical danger. Schools must also "attempt to minimize the use of physical restraints through inclusion of positive behavior supports in the student's behavior intervention plans developed by the individualized education plan team." The seclusion statute (N.J.S.A. 18A:46-13.6) has the same duty to minimize seclusion through positive behavior supports; it does not set a separate training course. Our course does not teach restraint, seclusion, crisis intervention or de-escalation.
Source: P.L.2017, c.291 (N.J.S.A. 18A:46-13.4 to 13.7).
Teachers' yearly professional development. Under N.J.A.C. 6A:9C-4.4(a), "each teacher shall be guided by an individual professional development plan (PDP), which shall include at least 20 hours per year of qualifying experiences that support student achievement, including achievement in academic, physical, social, and emotional learning." The rule adds: "The 20-hour annual requirement shall be based on the length of full-time employment and reduced by a pro rata share reflecting part-time employment, or an absence, including the use of family or medical leave." It applies to "All active teachers, defined as staff whose positions require possession of the instructional or education services certificates" under the certification rules, in school districts and in nonpublic schools that choose to participate (N.J.A.C. 6A:9C-4.1(b)). The plan's content is developed by the teacher's supervisor in consultation with the teacher. The rule does not name autism as a required topic. Preschool paraprofessionals in State-funded preschool programs must also have an individual plan with "at least 20 hours per year of qualifying experiences that support improved practice", reduced pro rata for part-time employment or absences, including family or medical leave (N.J.A.C. 6A:9C-4.6(a)).
Source: N.J.A.C. 6A:9C, Professional Development.
In-service training for staff who serve students with disabilities. Each district board of education must have approved policies, procedures and programs to ensure that:
"The professional development needs for professional and paraprofessional staff who provide special education, general education, or related services are identified and appropriate in-service training is provided;"
The district must keep information showing its efforts to "Enhance the ability of teachers, paraprofessionals, and related service providers to use strategies, such as positive behavioral supports and interventions, to address the conduct of students with disabilities that impedes student learning;". The rule sets no hours or frequency for the in-service training and names no specific course; it requires appropriate in-service training based on the needs the district identifies.
Source: N.J.A.C. 6A:14-1.2(b)14, Special Education.
Where outside training fits
For restraint training, the law leaves the choice of trainer to the board of education ("an entity determined by the board of education to be qualified"); our course is not restraint training. For a teacher's 20 hours and for special education in-service training, the rules do not name a provider and do not require a district to buy an outside course. The teacher's supervisor develops the content of each teacher's plan. Ask your district which training it requires and provides, and how it evaluates outside courses. We do not claim that our course satisfies any of these rules or counts toward a teacher's 20 hours.
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 New Jersey 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.