Abstract
Open interviews were conducted with a special education teacher and a general education teacher. The overall guiding question was to provide elucidation of what is needed in a professional development program to meet the needs of both the general and special education teachers who teach children with a diagnosis of autism in an inclusive setting. Overall, the themes of diversity, knowledge and collaboration emerged as important variables for professional development experiences. Furthermore, in-depth knowledge and flexibility arose as important qualities of the facilitator of a professional development experience. Implications are a set forth for the expansion of the study and additional research on what is inclusion.
Recommended Citation
Suppo, Jennifer Lee
(2017)
"Elucidation of Effective Professional Development Experiences: Addressing Inclusion for Students with Autism,"
Journal of Research Initiatives: Vol. 3:
Iss.
1, Article 15.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol3/iss1/15
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Adult and Continuing Education Administration Commons, Disability and Equity in Education Commons, Educational Psychology Commons, Gifted Education Commons, Higher Education Commons, Higher Education and Teaching Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons