ABSTRACT

This chapter focuses on preparing teachers in Integrated Play Groups (IPG), a research-based model for including children with autism in play with typically developing peers within inclusive education settings. The chapter begins by highlighting the importance of preparing teachers to support the inclusion of children with autism in peer relations and play. Drawing on current theory,

research and practice, the major features of the IPG model are described while delineating the phases of the training program. An overview of the knowledge and skill that teachers gain while progressing through the various phases of the training program is provided. A case illustration of an inclusion teacher facilitating an IPG with elementary-aged students is then presented. The chapter concludes with an overview of efficacy research focusing on the perceptions and experiences of teachers trained in applying the IPG model.