Ayub Adil, Naeem Buria, Ahmed Wajahat Nazir, Srichand Suraksha, Aziz Komal, Abro Brooj, Najam Sehrish, Murtaza Duraiz, Janjua Ali Ahmed, Ali Sara, Jehan Imtiaz
Medical College, Aga Khan University Hospital, Karachi, Pakistan.
Department of Community Health Sciences, Aga Khan University, Karachi, Pakistan.
Indian J Community Med. 2017 Jul-Sep;42(3):177-179. doi: 10.4103/ijcm.IJCM_121_16.
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 ( = 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.
早期发现和干预似乎能改善自闭症儿童的发育情况，而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线知识和误解，并评估影响他们知识水平的因素。
这是一项采用自填式问卷对小学教师进行的横断面调查。
73名教师（平均年龄34岁，66%为女性）做出了回应。发现了认识和知识方面的差距。约52名（71.2%）教师认为自己对自闭症有一定了解，其中23名（44.2%）将自闭症理解为神经/精神障碍。大多数（73.1%）认为特殊教育是一种有益的干预措施。影响教师知识水平的唯一显著因素是参加行为课程（=0.01）。
结果表明，由于存在一些误解，教师对自闭症的理解不足。这就要求加强对教师关于自闭症和其他儿童疾病的教育。
