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 |
| _version_ | 1818035531914674176 |
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| author | Adil Ayub Buria Naeem Wajahat Nazir Ahmed Suraksha Srichand Komal Aziz Brooj Abro Sehrish Najam Duraiz Murtaza Ali Ahmed Janjua Sara Ali Imtiaz Jehan |
| author_facet | Adil Ayub Buria Naeem Wajahat Nazir Ahmed Suraksha Srichand Komal Aziz Brooj Abro Sehrish Najam Duraiz Murtaza Ali Ahmed Janjua Sara Ali Imtiaz Jehan |
| author_sort | Adil Ayub |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-10T06:56:33Z |
| format | Article |
| id | doaj.art-923f1a59a1ea4528b84193f44759da00 |
| institution | Directory Open Access Journal |
| issn | 0970-0218 1998-3581 |
| language | English |
| last_indexed | 2024-12-10T06:56:33Z |
| publishDate | 2017-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Indian Journal of Community Medicine |
| spelling | doaj.art-923f1a59a1ea4528b84193f44759da002022-12-22T01:58:26ZengWolters Kluwer Medknow PublicationsIndian Journal of Community Medicine0970-02181998-35812017-01-0142317717910.4103/ijcm.IJCM_121_16Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South AsiaAdil AyubBuria NaeemWajahat Nazir AhmedSuraksha SrichandKomal AzizBrooj AbroSehrish NajamDuraiz MurtazaAli Ahmed JanjuaSara AliImtiaz JehanBackground: 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.http://www.ijcm.org.in/article.asp?issn=0970-0218;year=2017;volume=42;issue=3;spage=177;epage=179;aulast=AyubAutismknowledgeprimary school teachers |
| spellingShingle | Adil Ayub Buria Naeem Wajahat Nazir Ahmed Suraksha Srichand Komal Aziz Brooj Abro Sehrish Najam Duraiz Murtaza Ali Ahmed Janjua Sara Ali Imtiaz Jehan Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia Indian Journal of Community Medicine Autism knowledge primary school teachers |
| title | Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia |
| title_full | Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia |
| title_fullStr | Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia |
| title_full_unstemmed | Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia |
| title_short | Knowledge and perception regarding autism among primary school teachers: A cross-sectional survey from Pakistan, South Asia |
| title_sort | knowledge and perception regarding autism among primary school teachers a cross sectional survey from pakistan south asia |
| topic | Autism knowledge primary school teachers |
| url | http://www.ijcm.org.in/article.asp?issn=0970-0218;year=2017;volume=42;issue=3;spage=177;epage=179;aulast=Ayub |
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