A thesis is focused on the experience of teachers who teach children with autism in mainstream primary schools. Autism can represent a big challenge for children and teachers. This work tries to show how teachers experience the participation of a child with autism in the classroom, where they look for knowledge and support in the moments when they need it and how they take care of the inclusion of a child with autism in the classroom. The work includes a qualitative research, which results are gained by conducting nine interviews with teachers and a special pedagogue who cooperate with a child with autism. The analysis of gained results showed different experiences of teachers, both positive and negative, and they are affected by different factors.
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