We aimed to explore the experiences of teachers, autistic students and students' parents, before and after professional development intervention for teachers in primary school. The main participants were five autistic students aged 7–11 years in three primary schools (intervention schools), their parents and teachers. Five school contexts were studied, with three interventions and two comparisons. Data collected included questionnaires, student evaluations and recorded follow-up conversations. The results showed statistically significant changes among teachers pre- to postintervention at all three intervention schools; no differences were found at control schools. However, analyses of the case studies showed that parents and students did not experience changes at the same levels as teachers. Identified barriers to change included a lack of physical space, time to focus on each child, and resources. Professional development is effective in changing teachers' understanding and attitudes, but not enough to change classroom practice in the views of students and parents.

中文翻译：

---

专业发展干预后教师、自闭症学生和学生家长在初等教育中经历的变化

我们旨在探讨小学教师专业发展干预前后教师、自闭症学生和学生家长的经历。主要参与者是三所小学（干预学校）的五名7-11岁的自闭症学生、他们的家长和老师。研究了五所学校的情况，进行了三项干预和两项比较。收集的数据包括问卷、学生评估和记录的后续对话。结果显示，所有三所干预学校的教师在干预前后发生了统计上显着的变化；对照组学校没有发现差异。然而，对案例研究的分析表明，家长和学生并没有经历与教师相同水平的变化。已确定的变革障碍包括缺乏物理空间、缺乏关注每个孩子的时间和资源。专业发展可以有效改变教师的认识和态度，但不足以改变学生和家长对课堂实践的看法。