Teacher preparedness regarding autism spectrum disorder in the Jazan region, Saudi Arabia: a cross-sectional study.

A study of 870 teachers in Saudi Arabia found that nearly 9 out of 10 teachers had no training on how to support autistic children in their classrooms. However, most teachers understood that autistic children have difficulties with social communication and paying attention. Teachers also recognized that working closely with families is important for helping autistic students succeed. The research shows teachers need better training and support to help autistic children in regular schools.

This cross-sectional study examined teacher preparedness for supporting autistic students among 870 kindergarten and primary school teachers in Saudi Arabia's Jazan region. The research revealed a significant training gap, with 87.8% of teachers lacking prior autism-specific training. Despite this, teachers demonstrated good awareness of key autism characteristics: 74.8% understood social communication difficulties and 76.2% recognized attention-related challenges. Additionally, 77.7% acknowledged the importance of teacher-family communication for supporting autistic students.

The study employed multistage cluster random sampling and interview-based questionnaires. Findings highlight the critical need for targeted professional development programs and policy interventions to better equip mainstream schools with resources and expertise for supporting students with autism spectrum disorder.

Results emphasize urgent need for systematic autism training programs for teachers in mainstream education. Policy interventions should focus on mandatory professional development and resource allocation. Existing teacher awareness of autism characteristics provides foundation for effective training program development.

Single-region study limits generalizability. Cross-sectional design prevents assessment of training effectiveness over time. Self-reported data may be subject to bias. No comparison with actual teaching practices or student outcomes provided.

Autism spectrum disorder (ASD) is a multifaceted neurodevelopmental condition marked by distinct behavioral patterns, impaired social interaction, and communication challenges. Early recognition and appropriate intervention are pivotal for improving outcomes. This study aims to comprehensively evaluate the understanding, attitudes, and teaching methodologies of kindergarten and primary school teachers in the Jazan region, Kingdom of Saudi Arabia, regarding children with ASD. A cross-sectional study was conducted using a multistage cluster random sampling technique.

An interview-based questionnaire was administered to kindergarten and primary school teachers in the Jazan region. The target sample size was 800 teachers. Among the 870 participating teachers, 87.8% reported lacking prior training on effectively addressing the needs of children with ASD. However, 74.8% demonstrated substantial understanding of the social communication difficulties faced by autistic children, and 76.2% were aware of the attention-related challenges these children encounter.

Additionally, 77.7% of participants recognized the pivotal role of open communication between teachers and families in facilitating quality educational experiences and enhancing academic outcomes for students with ASD. The study highlights the critical need for targeted training programs to equip teachers with essential skills for supporting students with ASD. These findings underscore the importance of policy interventions to ensure adequate resources and expertise for effectively accommodating the unique needs of students with ASD in mainstream schools.