Abstract
The present study investigated: (1) the importance of in-service education for special education teachers, (2) the relevant outcomes of a prior practical case study, and (3) the application of an actual intervention for teachers. Previous studies have showed that (1) thachers should make efforts by themselves, (2) teacher education has been conducted in "out-of service" places (i.e., not in-service training), and (3) the curriculum of education and training has been unsystematic. In addition, research has been done on teacher trainng strategies from the point of view of applied behavior analysis. Recently, instead of teacher training, new strategies have conceptualized the teacher as an initiator who defines and analyzes problems, designs intervention programs, and does practical work in the classroom. Future research should evaluate the effectiveness of the above teacher support systems.
