Agyapong Vincent, Migone Maria, Crosson Charles, Mackey Bernadette
Department of Psychiatry University of Dublin,Trinity College and St Patrick's University Hospital,Dublin,Ireland.
Castleknock Child and Family Centre,Dublin 15,Ireland.
Ir J Psychol Med. 2010 Mar;27(1):6-10. doi: 10.1017/S0790966700000835.
Most children who have Asperger's Syndrome (AS) are not identified until early school age, when social difficulties with other children become evident. Consequently, primary school teachers have an important role to play both in the recognition and management of the condition.
Our study sought to examine the perception of primary school teachers regarding the recognition and management of AS.
A structured questionnaire on the recognition and management of AS was circulated to all 90 primary school principals in the Fingal County of Dublin for them to copy and distribute to teachers in their schools for completion. Self-addressed envelopes were provided to each principal for the return of completed questionnaires.
Three hundred and forty-three completed questionnaires were returned by 54 out of the 90 school principals. Fifty-eight per cent of respondents reported that they had ever taught a child with the condition and 49% reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training. Some 78.4% said that they would recognise the symptoms of AS in a child, with those who had training on the recognition and management of emotional and behavioural disorders being more likely to report that they would recognise such symptoms while 71.1% said children with AS should be taught in mainstream classes. However, 77.3% did not think mainstream schools are presently adequately resourced to cater for children with AS. Some 96.2% said they would like to receive in-service training from the Child and Adolescent Mental Health Services on the detection and management of children with AS.
There is a need for formal in-service training for all primary school teachers in the recognition and management of children with Pervasive Developmental Disorders (PDD). The recognition and management of children with PDD should also be included in the curriculum of all undergraduate teacher training institutions in Ireland.
大多数患有阿斯伯格综合征（AS）的儿童直到小学早期才被确诊，此时他们与其他孩子的社交困难变得明显。因此，小学教师在该病症的识别和管理中起着重要作用。
我们的研究旨在调查小学教师对AS的识别和管理的看法。
一份关于AS识别和管理的结构化问卷被分发给都柏林芬戈尔县的所有90位小学负责人，让他们复印并分发给学校教师填写。为每位负责人提供了回邮信封，以便返还填写好的问卷。
90位学校负责人中的54位返还了343份填写好的问卷。58%的受访者表示他们曾教过患有该病症的孩子，49%的受访者表示他们的本科培训涵盖了情绪和行为障碍的识别和管理。约78.4%的人表示他们能够识别孩子的AS症状，接受过情绪和行为障碍识别与管理培训的人更有可能报告他们能识别这些症状，而71.1%的人表示AS儿童应该在主流班级接受教育。然而，77.3%的人认为主流学校目前没有足够的资源来满足AS儿童的需求。约96.2%的人表示他们希望接受儿童和青少年心理健康服务机构提供的关于AS儿童检测和管理的在职培训。
所有小学教师都需要接受关于广泛性发育障碍（PDD）儿童识别和管理的正式在职培训。PDD儿童的识别和管理也应纳入爱尔兰所有本科教师培训机构的课程中。
