1. Laboratory of Biomedical Physics and Environment, Department of Mathematics and Physics "E. De Giorgi", University of Salento, Lecce, Italy 2. Laboratory of Interdisciplinary Research Applied to Medicine (DReAM), University of Salento and Local Health Authority (ASL), Lecce, Italy.
"San Giuseppe da Copertino Hospital", Local Health Authority (ASL) Lecce, Italy.
Acta Biomed. 2022 Aug 31;93(4):e2022284. doi: 10.23750/abm.v93i4.12938.
Schools play a key role in detecting early signs of autism and creating a targeted pathway of study and inclusion. This becomes complicated when faced with unknown situations, such as managing a student with Autism Spectrum Disorders (ASD).
A nationwide study involving teachers (n=235) was conducted from March to August 2021. The survey instrument consisted of a questionnaire administered online through social networks containing socio-demographic data, attitudes, knowledge and inclusion plans from school teachers towards students with ASD.
Statistical significant differences were registered for the item no.13: among the main deficits caused by ADS are reduced social cognition, language abnormalities, and impaired sensory functioning. (p=.025); the item no.8 (p=.011): if an intervention works for one child with ASD, it is certain to work on another child with ASD; the item no.3(p=.002): genetic factors play an important role in the causes of ASD. By also considering teacher's attitudes towards ASD according to the presence of a healthcare worker in the school environment, significant differences were registered for the item no.1 (p=.032): the interpretation that the diagnostic criteria for Asperger's syndrome are the same as for high-functioning autism; the item no.6 (p=.025): children with ADS are very similar to each other, and the item no.7(p=.015): early intervention does not lead to additional benefits for children with ASD.
The presence of professionals with advanced skills could be a benefit and represent a strong point in the application of measures of prevention and containment of community pathologies.
学校在发现自闭症的早期迹象并为其制定有针对性的学习和融入计划方面发挥着关键作用。但当面对未知情况时，这一过程会变得复杂，例如管理自闭症谱系障碍（ASD）学生。
2021 年 3 月至 8 月期间，对全国范围内的 235 名教师进行了一项研究。该调查工具采用在线问卷调查的形式，通过社交网络进行，内容包括教师的社会人口统计学数据、态度、知识和对 ASD 学生的融入计划。
第 13 项“ASD 主要导致社交认知能力降低、语言异常和感觉功能受损”存在统计学显著差异（p=.025）；第 8 项“如果一种干预方法对一个 ASD 儿童有效，那么对另一个 ASD 儿童肯定也有效”（p=.011）；第 3 项“遗传因素在 ASD 的病因中起着重要作用”（p=.002）。同时，根据学校环境中是否有医疗保健工作者，对教师对 ASD 的态度进行了考虑，第 1 项“阿斯伯格综合征的诊断标准与高功能自闭症相同”存在统计学显著差异（p=.032）；第 6 项“患有 ASD 的儿童彼此非常相似”（p=.025）；第 7 项“早期干预不会为 ASD 儿童带来额外的益处”（p=.015）。
拥有先进技能的专业人员的存在可能是一种优势，并代表着在实施社区病理预防和控制措施方面的一个强有力的方面。
