Teachers Knowledge towards Autism Spectrum Disorder and its Associated Factor in Addis Ababa public schools, Ethiopia, 2024 Multicenter cross sectional study (original) (raw)
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Simposium Psikologi dan Kesihatan Sosial-I 2017, 2017
This research paper aimed to provide a preliminary study about the current teachers' knowledge of Autism Spectrum Disorder (ASD) among primary schools teachers in Kota Kinabalu, Sabah. In addition, this study also examined the effect of teachers' knowledge of ASD and their perception towards interest and perceived efficacy in working with children with ASD. A total of 120 questionnaires were distributed to each teacher from 4 various primary schools selected in Kota Kinabalu, Sabah. As a result, it shows that the current status of primary schools teachers in Kota Kinabalu, Sabah may have inadequate knowledge about ASD. Moreover, it will also show a positive significant effect of teachers' knowledge of ASD towards their perception of interest and perceived efficacy in working with children with ASD. Thus, findings of this study is expected to shows the importance of teachers' knowledge about ASD, so that they will have better understanding about ASD and at the same time increase positive perception towards interest and perceived efficacy in working with children with ASD in the future.
Research Square (Research Square), 2024
Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder primarily impacting social communication and behavior. The prevalence of ASD has been rapidly increasing, leading to a corresponding rise in the number of children with ASD attending mainstream schools. Preschool and primary school teachers have a vital role in identifying and supporting these children. However, the extent of teachers' Attitude towards including children with ASD in their classrooms remains uncertain. Objective The aim of this study was to evaluate the attitude towards including children with autism spectrum disorders in their classrooms, and associated factors among preschool and primary school teachers in public schools in Addis Ababa. Methods and Materials: Data from preschool and primary school teachers were collected using a self-administered questionnaire between September 2023 and December 2023. The collected data were analyzed utilizing SPSS version 27. Descriptive statistics were employed to summarize the ndings, while bivariate binary logistic regression was utilized to examine associations between variables. Results The study ndings revealed that only 35.5% of teachers had adequate knowledge, and the mean attitude score was 3.4, indicating a slight positive inclination towards inclusive education. Teachers between the ages of 20 and 25 had 90% lower knowledge compared to those above 40 years (AOR = 0.1, 95% CI = 0.48-0.7) with a p-value of 0.014. Furthermore, teachers with a positive attitude towards including students in regular classes were 72% more likely to have adequate knowledge (AOR = 0.28, 95% CI = 0.1-0.6) with a p-value of < 0.001. Finally, teachers whose source of knowledge about ASD did not come from surrounding people were 2.5 times more likely to have a positive attitude (AOR = 2.5, 95% CI = 1-6). Conclusion and recommendation The ndings of this study indicate teachers displayed a generally positive attitude towards ASD. This highlights the need for increased emphasis on educational interventions aimed at enhancing attitudes towards ASD further. This limited understanding can result in behaviors associated with autism being misinterpreted as intentional misbehavior or a re ection of a disordered personality, rather than being recognized as manifestations of the condition. Moreover, this lack of awareness hinders the recognition and understanding of autism among teachers (17, 18). There is a signi cant lack of attitude about ASD in Ethiopia among the general public, and educational and social sectors, including teachers, health professionals, and government o cials (19). School system support for children with ASD is also very underdeveloped at both government and public facilities (16). According to a previous study on the lived experiences of parents with children with autism, one of the most signi cant challenges they faced was accessing schools that could provide professional services for their children. These parents expressed constant worry about the limited availability of facilities such as schools, autism centers, and therapeutic centers, particularly those that offered speech therapy. The lack of resources, services, and trained professionals posed obstacles to parents in supporting their children's academic and social progress effectively. Moreover, the mainstream schools that were accessible to them were ill-equipped to meet the speci c needs of children with special needs. These schools lacked proper equipment, professional staff, and adherence to ethical standards. As a result, parents had to navigate through inadequate school systems that had unfair admission rules and where their children received unprofessional treatment from staff members (20). In Ethiopia, inclusive education is a current goal of educational reforms. Preschool and primary school teachers play a crucial role in identifying children with ASD. The research conducted provides valuable insights into the level of understanding among preschool and primary school teachers in Addis Ababa regarding ASD, including its characteristics and signs, as well as their familiarity with effective intervention strategies. Additionally, the study explores the attitudes of preschool and primary school teachers towards children with ASD, including their level of acceptance, inclusiveness, and willingness to accommodate their speci c needs. Furthermore, the research investigates various factors that may in uence preschool teachers' attitudes towards ASD, such as their educational background, access to training opportunities, and prior experience working with children with ASD. METHODS AND MATERIALS Study design, area and Period An institutional-based cross-sectional study design was conducted. The study was conducted in Addis Ababa, the capital and largest city of Ethiopia, which is divided into 11 sub-cities. The focus of the study was on preschools and primary schools in Addis Ababa, speci cally within the public school system. Out of the total 903 preschools in Addis Ababa, 227 of them are public schools. The study took place from September 2023 to December 2023, encompassing a four-month period. The target population for the study was the teachers working in public preschools in Addis Ababa, which amounted to a total of 12,019 teachers.
Knowledge in Autism Spectrum Disorder (ASD) among Pre-School Teachers in Yemen
Preschool teachers are one of the key players in early childhood, and they have an essential role in the early detection and care of children with autism spectrum disorder (ASD). This role is implicated by their identification of children's early signs of ASD and the provision of professional resources to guide families for this. Therefore, the current study aimed to figure out what is the preschool teacher's knowledge about ASD. Besides, this study attempted to find out if there are any significant differences in preschool teacher's knowledge about ASD in relation to their education level and teaching experience. A total of 300 preschool teachers from various region schools in Taiz City in Yemen responded to the study questionnaire to determine their level of knowledge about Autism. The data were analyzed by using descriptive statistics and analysis of variance. The results indicated that preschool teachers had lower level of knowledge about the disorder. The findings also showed significant differences in the teachers' knowledge about Autism, depending on their education level and teaching experience.
International Journal of Academic Research in Progressive Education and Development
The Centers for Disease Control (CDC) estimated the autism spectrum disorder (ASD) prevalence to be 1 in 59 individuals (CDC, 2018). With the increase in diagnosis of ASD comes the awareness of the unique needs of individuals with an ASD. Yet colleges of education rarely have an Autism specialization within their special education teacher preparation programs. Even though many students with ASD are served in the general education environment (Malaysia Special Education Division, 2019), few general education teachers receive any training for evidence-based practices for students with ASD. To better understand the current state of knowledge of ASD among special education teachers in training in North Malaysia, we surveyed knowledge and attitudes of special education teachers in training in north Malaysia regarding the disorder. 54 of 3rd year special education teachers in training in a teacher training institute in north Malaysia completed questionnaires assessing participant demographics, knowledge of typical child development and knowledge of ASD. Overall, the level of knowledge of ASD was moderate for the respondents in this research based on knowledge test and self-evaluation. Inferential statistics showed demographic factors i.e., gender, level of education, school location and etc did not affect the knowledge about ASD. Majority of the respondents raised the needs of special training involving teaching strategy for ASD students.
2015
This study explored teachers’ knowledge of the causes, characteristics, assessment, and treatments of autism spectrum disorder. This study also examined teachers’ experiences and perceptions of the causality of the disorder. Research questions included whether special-education teachers possessed more accurate knowledge of the disorder and if experience (professional and/or personal) with autism led to more internal causes of autism spectrum disorder. One hundred seventy-two educators who self-identified as a general educator, special educator, paraprofessional, or academic specialist completed a 24-question survey pertaining to the topic. Results showed that, although special educators scored significantly higher on their knowledge questions as compared to the other three roles, general scores were low in terms of the participants’ knowledge about the disorder. In terms of causality, no relationship was found between experience, training level, and perception of causality of autism...
2018
Background: Autism Spectrum Disorder (ASD) affects a significant number of school going children. Awareness among teachers plays a major role in its early identification. Objective: To assess and compare the knowledge and awareness about ASD among mainstream and special school teachers of Lahore. Methods: 163 teachers (99 mainstream, 64 special school) were recruited by purposive sampling. A cross-sectional survey was conducted and descriptive analysis was run on the whole data. Results: Though knowledge about ASD was poor overall, special school teachers were better informed. Females were predominantly (n=155) represented in the sample. 64.4 % respondents were aware that early intervention was significant, only 35% believed in teaching Autistic children in mainstream schools, 90.8% agreed with the need to train teachers. Conclusion: The lack of sufficient knowledge about ASD among school teachers necessitates training them about developmental disorders to make early recognition and...
Knowledge and Awareness of Autism Spectrum Disorder Among Teachers in Ekiti State, Nigeria
African Journal of Teacher Education, 2020
This is an investigation of the knowledge and awareness of Autism Spectrum Disorder among secondary school teachers in Ekiti State, Nigeria. It is a school-based cross-sectional study using a multi-stage sampling method to select local government areas, secondary schools, and participants for the study. A total of 107 teachers selected from 21 secondary schools in 2 local government areas participated in the study. A Survey of Knowledge of Autism Spectrum Disorder (ASK-ASD) was used to assess knowledge while an ordinary awareness questionnaire was used to assess the teachers' awareness of the disorder. Using Pearson correlation coefficient and one-way Analysis of Variance to test five hypotheses, results showed no significant relationship between knowledge of Autism Spectrum Disorder and participants having a family or friend with the disorder (r (105) = -.113 p>.05). Finding also revealed a significant relationship between knowledge of Autism and prior training on Autism (r(...
Disability, CBR & Inclusive Development, 2017
Purpose: Autism Spectrum Disorder (ASD) is a lifelong developmental disability characterised by difficulties in social interaction and social communication, and restricted and repetitive behaviour (American Psychiatric Association, 2013). Despite its prevalence the world over, there is a paucity of research in some areas such as education, particularly in sub-Saharan Africa. This paper attempts to address the gap by exploring teachers' understanding of ASD in Nigeria. Method: Using an adapted version of the Knowledge About Childhood Autism Among Health Workers (KCAHW) questionnaire (Bakare et al, 2008), a survey was conducted among 177 mainstream primary teachers from Lagos State (112 from eleven urban schools and 65 from four rural schools). Results: The total mean score on the Adapted KCAHW questionnaire among all the participating teachers was 10.81 ± 4.13 out of a possible total of 16. The mean score for urban teachers was 11.21 ± 4.31, while the mean score for rural teachers was 10.11 ± 3.75. In total, 46% of the urban teachers and 31% of the rural teachers demonstrated a generally accurate knowledge of ASD, with 15% (23 urban teachers and 4 rural teachers) of the sample answering all questions correctly. Over 50% of urban teachers and almost 70% of rural teachers surveyed had only a low or moderate understanding of ASD. Conclusions: This research supports previous studies that identified low professional knowledge and understanding of ASD, and a need for improved professional education and training.
Teachers' Perceptions Regarding the Inclusive Education of Children with ASD
International Journal of All Research Education and Scientific Methods (IJARESM), 2023
The purpose of this research work was the study and investigation the perceptions of general education teachers in Greek primary education regarding the inclusion of children with autism spectrum disorder in the general school context, as well as their knowledge about this disorder. A total of 60 general education teachers participated in the survey. The research tool used was the questionnaire and knowledge were measured by closed-ended questions, which would have a 5-point Likert format (1 = "agree" to 5 = "disagree"). In the present research, a) teachers' perceptions of inclusive education for autistic children in general education classes were studied and b) the relationships between individual and demographic teacher characteristics. and their perceptions of inclusion. An important finding of the statistical analysis of the results was that teachers were generally found to have a relatively moderate level of knowledge, as assessed by a 48-question questionnaire. In addition, it was found that gender, educational level, and participation in autism education programs did not appear to significantly influence teachers' scores on this questionnaire.