Knowledge and stigma of autism spectrum disorders in Chinese university students in the context of inclusive education.

A large study of over 2,000 Chinese university students found that those who had autism training, were studying special education, or had met autistic people showed better understanding of autism and less negative attitudes. Female students and older students also had more knowledge and acceptance. The research suggests that education about autism and meeting autistic people helps reduce misconceptions and creates more welcoming attitudes.

This cross-sectional study examined autism knowledge and stigma among 2,081 Chinese university students across 25 provinces using a validated questionnaire. Results showed that female students, upper-grade students, special education majors, and those with inclusive education training demonstrated significantly higher autism knowledge and lower stigma levels. Prior interactions with autistic individuals were associated with better understanding and more accepting attitudes. The findings highlight the importance of incorporating autism content into education curricula and facilitating quality interactions with autistic communities to reduce stigma and prepare future educators for inclusive environments.

Results support integrating autism education into general and special education curricula. Findings suggest value in facilitating quality interactions between autistic and non-autistic individuals to reduce stigma. Professional development programs should consider gender differences in autism knowledge and attitudes when designing training approaches.

Single cross-sectional survey design limits causal inferences. Self-reported measures may be subject to social desirability bias. Study focused on university students, limiting generalizability to broader Chinese population. No details provided about the quality or nature of prior interactions with autistic individuals.

This study investigated knowledge of autism spectrum disorder and associated stigma among Chinese university students, utilizing the cross-culturally validated Chinese version of the Autism Stigma and Knowledge Questionnaire. A total of 2,081 students from 25 provinces participated in an online survey. Independent-samples t-tests and one-way ANOVAs revealed that female students, upper-grade students, normal-education students, special education majors, and those who had completed inclusive education courses demonstrated significantly higher levels of ASD knowledge and lower levels of stigma. Prior interactions with autistic people were also associated with greater understanding of ASD and more accepting attitudes.

These findings emphasize the significance of incorporating autism-related content into both general and special education curricula, fostering high-quality interactions with autistic communities, and critically considering the types of knowledge that most effectively mitigate stigma. As inclusive education reforms progress in China, enhancing professional training and awareness of neurodiversity will be crucial for preparing future educators to establish inclusive and supportive learning environments.