The main theoretical idea of the work focuses on the problem of resilience of special pedagogists caring teachers the school inclusion for students with autism. The purpose of this theoretical research was to investigate the correlation of resilience with the personal teaching effectiveness of general and special education teachers, primary and secondary, who care for students with autism with Targeted Individual Structured and Didactically Differentiated Inclusive Intervention with Pedagogical Program of Special Education and Training (T.I.S.D.I.P. of S.E.T.). The methodological approach utilizes the combined systematic bibliographic review of international and Greek academic literature. With the fundamental thematic analysis, resilience and personal teaching effectiveness were found to have moderate and negative correlations with real-life experiences.