Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia
Background: Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. Objectives: The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2017-01-01
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| Series: | Indian Journal of Community Medicine |
| Subjects: | |
| Online Access: | http://www.ijcm.org.in/article.asp?issn=0970-0218;year=2017;volume=42;issue=3;spage=177;epage=179;aulast=Ayub |
| Summary: | Background: Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. Objectives: The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge. Materials and Methods: This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire. Results: Seventy-three teachers (mean age of 34 years, 66% females) responded. Gaps in awareness and knowledge were found. About 52 (71.2%) teachers identified themselves as having some knowledge about autism, with 23 (44.2%) among this group understanding autism as a neurological/mental disorder. The majority (73.1%) believe that special education is a helpful intervention. The only significant factor that influenced knowledge among teachers was attendance of behavioral classes (P = 0.01). Conclusion: Results suggest that teachers have an inadequate understanding of autism due to several misconceptions. This calls for increased education of teachers with regard to autism and other childhood disorders. |
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| ISSN: | 0970-0218 1998-3581 |