Evaluation of teachers' knowledge and awareness about autism spectrum disorder.

Researchers surveyed 171 school counsellors about their autism knowledge. Most knew about autism but less about classroom support methods. Female teachers and those who had training or knew someone with autism had better understanding. The study shows teachers need more autism education to help identify children who might need support and make proper referrals.

This cross-sectional study examined autism spectrum disorder (ASD) knowledge and awareness among 171 school counsellors. Results showed that while most teachers were familiar with ASD concepts, they had limited knowledge of shadow teaching. Female teachers and those with lower perceived income demonstrated significantly higher ASD awareness scores. Teachers who had received ASD-specific training or had personal contact with individuals diagnosed with ASD showed greater knowledge levels.

Women scored higher in understanding autism causes, friendship relationships, and intervention processes. The study highlights the importance of teacher education and training for early identification and appropriate referrals of students with ASD.

Results suggest need for systematic ASD training programs for teachers, particularly focusing on practical classroom interventions like shadow teaching. Gender-specific training approaches may be beneficial. Enhanced teacher education could improve early identification and referral processes for students with ASD.

Single cross-sectional design limits causal inferences. Sample limited to school counsellors may not represent all teaching staff. Self-reported measures may introduce bias. No comparison with objective autism knowledge standards provided.

Teachers play an essential role in the early identification of autism spectrum disorder (ASD) and associated difficulties in children. Increasing teachers' knowledge of ASD can be helpful in identifying these children and making the necessary referrals. This study aimed to assess teachers' knowledge and awareness of ASD and the factors affecting them. This is a cross-sectional study conducted among school counsellors.

A total of 171 school counsellors were contacted; school visits were arranged by prior appointment, and the purpose of the study was explained. Data were collected using a questionnaire prepared by the researchers and the autism awareness scale (AAS). Most teachers had heard of the concept of ASD, but the concept of shadow teaching was less familiar. Women and those with lower perceived income levels had statistically significantly higher scores on the ASD awareness scale.

Participants who had received ASD-related training or had individuals diagnosed with ASD in their environment had higher ASD scores. Women had statistically significantly higher scores than men in the subdimensions of "causes of autism", "friendship relationships in autism", and "basic elements in the intervention process in autism". This study shows that sex and previous contact with individuals diagnosed with ASD may contribute to intervention processes beyond autism identification. In particular, teachers need to be aware of early identification and referral to intervention programs in schools with pupils diagnosed with ASD.

Teachers are likely to come into contact with individuals diagnosed with ASD in a variety of settings. It is, therefore, vital that they have sufficient knowledge and awareness of autism to be able to interact effectively with individuals diagnosed with ASD.