El conocimiento del profesorado sobre el Trastorno del Espectro AutistaTeacher’s knowledge about the Autism Spectrum Disorder

  1. Fuster-Rico, Andrea 1
  2. Pérez-Marco, María 1
  3. Gonzálvez, Carolina 1
  4. Vicent, María 1
  1. 1 Universitat d'Alacant
    info
    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

    Geographic location of the organization Universitat d'Alacant
Journal:
REMIE: Multidisciplinary Journal of Educational Research

ISSN: 2014-2862

Year of publication: 2023

Issue Title: February

Volume: 13

Issue: 1

Pages: 1-28

Type: Article

DOI: 10.17583/REMIE.10867 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REMIE: Multidisciplinary Journal of Educational Research

Sustainable development goals

Abstract

The prevalence of Autism Spectrum Disorder (ASD) has increased notably in recent years. For this reason, teacher’s training is considered a key to improve their knowledge about ASD and, in turn, to achieve a quality education. This study aimed to analyze the level of knowledge about ASD that possess 51 teachers. The Autism Knowledge Questionnaire (AKQ) was used to evaluate the knowledge about ASD. It was observed that a 5.9%, 47.1% and 47.1% of the participants present, respectively, weak, acceptable, and good level of knowledge. Weaknesses and gaps of knowledge were associated with comorbidity, characteristics about ASD, and the effects of medication. The results of ANOVAS evidenced non-significant differences in the mean scores on AKQ as a function of gender, the university training, the years of teacher’s professional experience and the typology of school. Regarding the current professional profile, Special Education teachers or Speech and Hearing teachers obtained significantly higher mean scoresthan Elementary teachers (d = 6.41). In the same way, professionals who had had contact with people with ASD reported significantly higher levels of knowledge than people who had not had contact (d = 7.62). In conclusion, it is required a reconceptualization of the teachers’ training that prioritizes the contact with pupils with ASD to enrich their knowledge and, therefore, accomplish an Inclusive Education.

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