<![CDATA[AbstractPeople with Autism need post-secondary or tertiary-equivalent post-secondary education services that are more accommodating, complete, with the facilities and infrastructure needed, such as in inclusive schools. In inclusive education institutions, autistic children can learn independently and develop their ability to communicate and develop social interaction skills. The role of educational institutions is very necessary in terms of handling, facilities and infrastructure in an effort to develop the growth and development and independence of autistic children. This manuscript uses a qualitative approach with the theoretical reference used, namely the CIPP (context, input, process, product) program evaluation theory by Stufflebeam. Overall, the skills and training program continues to develop and be continued because it has met its goals in meeting the needs of children with autism.Keywords: School, Education, Autism, LSBA, Institution Abstraksi Penyandang Autisme membutuhkan layanan pendidikan lanjutan paska sekolah menengah atau setara perguruan tinggi yang lebih mengakomodasi, melengkapi, sarana dan prasarana yang dibutuhkan seperti di sekolah inklusi. Di lembaga pendidikan inklusi, anak autis dapat belajar mandiri serta mengembangkan kemampuan mereka dalam berkomunikasi dan mengembangkan kemampuan interaksi social. Sangat diperlukan peran lembaga pendidikan dengan cara menangani, sarana dan prasarana dalam upaya mengembangkan tumbuh kembang serta kemandirian anak autis. Naskah ini menggunakan pendekatan kualitatif dengan acuan teori yang digunakan yaitu teori evaluasi program CIPP (context, input, process, product) oleh Stufflebeam. Secara keseluruhan, program keterampilan dan pelatihan terus berkembang dan dilanjutkan karena telah memenuhi tujuan-tujuan dalam memenuhi kebutuhan anak berkebutuhan khusus yang mengikuti program keterampilan.Kata Kunci: Sekolah, Edukasi, Autisme, LSBA, Institusi]]>
