<p class="Abstract">The paper presents results of the part of international survey on teachers’ opinion on autism characteristics and specific educational approach and treatment. Research was undertaken in Poland under the auspicies of ASD-EAST project using quantitative and qualitative methods. The results showed the significant differences in teachers’ perception on autism regarding to the school settings they worked in. The strong need for special training in the field of ASD was also expressed by teachers.</p>

Due to the shortage of autism-specific professional development, the international ASD-EAST project was implemented. This article presents the findings of a quantitative survey undertaken among Polish teachers (in two school settings: special, N=60; mainstream/inclusive, N=30) who attended ASD-EAST workshops. The aim was to identify the post-autism-specific professional development increase of teachers’ knowledge concerning the characteristics of students with ASD and teachers’ subjective confidence regarding their professional competencies. The results showed that the training opportunity was considered by teachers to be important and effective. The results provide grounds for concluding that the programme may be recommended for practical use in order to train teachers who will work with students with ASD

The article presents the possibilities of therapeutic support for students with ASD in integrative and inclusive education at the first stage of education. Traditional educational methods do not work for children with ASD, because they most often require special therapeutic interventions. The aim of the article is to analyse the therapeutic intervention undertaken for a highly functioning student with ASD to improve his/her functioning at school. The intervention programme was based on techniques of scientifically proven effectiveness (evidence-based practice), focused on learning skills by enhancing desired behaviours. The skills selected for the intervention were necessary to being able to participate in the teaching and learning process during typical teaching activities. After one year of intervention, most of the skills included in the programme were considered passed, and the model of teachers' work with the student changed, which increased the student's chances of further development of skills, desired behaviours, and prevention of difficult behaviours in the future.