Unveiling the Effectiveness of Professional Training on Spectrum Disorder for Special Education Teachers: Promoting Education for Autistic Children

Abstract

There is a growing number of children with Autism Spectrum Disorder in Algeria, the current study sheds light on the effectiveness of professional development programs focused on autism spectrum disorders (ASD) for special education teachers from different educational centers in Tiaret, Algeria. This research addresses the gap in understanding how professional training impacts the ability of teachers to provide innovative strategies for autistic children. The main objective of this research is to emphasize the role of special education teachers’ professional training in providing innovative strategies and addressing autistic children's needs. We used a mixed-method approach, combining quantitative content analysis and qualitative data regarding teachers' perspectives on the professional development program, their self-efficacy, and the implementation of strategies in the classroom, and data were collected from a sample of 60 special education teachers using surveys and interviews. The results reveal that even though professional development greatly improves teachers' knowledge and skills, there are still difficulties in applying those skills in the real world because of a lack of practice opportunities. Furthermore, the study emphasizes the positive influence of psychologist-recommendation strategies on educational interventions in order to make educational programs effective for autistic children. Also, the results highlight the necessity of continuous and focused training to improve teaching approaches for children with ASD, and confirm that professional training and sustained support are essential for special education teachers.