Abstract
In Israel, many pupils with autism learn in self-contained special education classes. Many teachers report having challenges with academic interventions in general and with reading comprehension interventions specifically. We conducted a qualitative intervention study examining seven special education teachers' feelings of professional competence before and after implementing a specific teaching-model intervention developed for improving reading comprehension. It was designed according to the teachers' needs and focused on evidence-based practices of classroom management skills and research-based reading-comprehension strategies. The teachers reported an improvement in their pupils' reading comprehension which, in turn, led to improvements in their feelings of competence and professional efficacy.
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