Abstract
This study identified substantial training and resource needs for special education (SPED), transitional bilingual education/ English as a Second Language (TBE/ESL), and general education (GENED) HIV education teachers relative to providing appropriate, effective HIV education to students with disabilities (SWD) and language minority/Limited English Proficient (LEP) students. Samples of school district administrators of special education (n = 287), bilingual education directors (n = 51), and high school HIV education teachers (n = 174) in Massachusetts reported substantial gaps in the training and preparation of teachers to provide instruction on key HIV education topics, lack of availability of instructional materials and inadequacy of available materials, and need for more adaptations of instructional materials to meet students' unique learning needs. Study findings provided HIV prevention program staff with data to improve staff development efforts and classroom-based instruction. Implications include conducting additional research to assess training needs from the perspective of SPED and TBE/ESL teachers and to developing interventions, curricula and materials for special population students.