Presentation and evaluation of teacher in-service training for the implementation of inclusion for students with autism

The inclusion of students with autism in the mainstream school and their transition to the workplace is one of the current and complex issues in the international community of special education for this particular group of students with special needs. The aim of this book chapter is to present and evaluate the professional development of a group of teachers (n=92) who worked in regular and special schools for the implementation of pilot programs for the school integration of students with autism and their transition to vocational placements in the community. The methodology of this professional training included two phases. In phase A the teachers attended theoretical seminars/presentations in areas, such as the learning style of students with autism, inclusion, teaching approaches and supported employment. In phase B trainees participated in small-sized support meetings focused on the design and implementation of programs for the integration and vocational placement of students with autism, as well as the development and re-structuring of educational materials. For the assessment of needs of trainees and the evaluation of their professional training in each phase, three questionnaires were developed and administered before and after each phase of their professional training. The analysis of findings generated from the questionnaires indicated the positive aspects and the limitations of the professional training in each phase. The findings of this evaluation are discussed in the context of professional development training in special and inclusive education with the aim to empower teachers and offer effective educational supports to students with autism within inclusive and vocational environments