Knowledge and Perception Regarding Autism among Primary School Teachers: A Cross-sectional Survey from Pakistan, South Asia.
Knowledge and Perception Regarding Autism among Primary School Teachers: A Cross-sectional Survey from Pakistan, South Asia.
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DOI：
10.4103/ijcm.ijcm_121_16
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发表时间：
2017-07
期刊：
影响因子：
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通讯作者：
Jehan I
中科院分区：
文献类型：
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作者：
Ayub A;Naeem B;Ahmed WN;Srichand S;Aziz K;Abro B;Najam S;Murtaza D;Janjua AA;Ali S;Jehan I
早期发现和干预似乎可以改善自闭症儿童的发展，教师是他们早期社会环境的重要组成部分。本研究的目的是评估学校教师对自闭症的基本知识和误解，并评估影响其知识的因素。本研究以国小教师为对象，采用自填式问卷进行横断面调查。73名教师（平均年龄34岁，66%为女性）作出了答复。教师对孤独症的认识和知识存在差距，约52名（71.2%）教师认为自己对孤独症有一定的了解，其中23名（44.2%）教师认为孤独症是一种神经/精神障碍。大多数人（73.1%）认为特殊教育是一种有益的干预措施。影响教师知识的唯一显著因素是行为课的出勤率（P = 0.01）。结果表明，教师对自闭症的认识不足，由于一些误解。这就要求加强对教师的自闭症和其他儿童疾病教育。
Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge. This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire. 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). 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.