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.
Suppo, Jennifer Lee
"Elucidation of Effective Professional Development Experiences: Addressing Inclusion for Students with Autism,"
Journal of Research Initiatives: Vol. 3
, Article 15.
Available at: https://digitalcommons.uncfsu.edu/jri/vol3/iss1/15
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