Preschool Teachers Attitude Towards Inclusive Education for Students With Autism Spectrum Disorders in Public Schools, Addis Ababa, Ethiopia, 2024. Multicenter Cross Sectional Study (original) (raw)

2024, Research Square (Research Square)

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.