Hu Jinping, Fu Pengwei, Qiao Shiying, Yan Xinai
School of Philosophy and Social Development, Shandong University, Jinan, China.
School of Education and Psychology, University of Jinan, Jinan, China.
PLoS One. 2025 Jun 26;20(6):e0320033. doi: 10.1371/journal.pone.0320033. eCollection 2025.
This study investigated knowledge of autism spectrum disorder and associated stigma among Chinese university students, utilizing the cross-culturally validated Chinese version of the Autism Stigma and Knowledge Questionnaire. A total of 2,081 students from 25 provinces participated in an online survey. Independent-samples t-tests and one-way ANOVAs revealed that female students, upper-grade students, normal-education students, special education majors, and those who had completed inclusive education courses demonstrated significantly higher levels of ASD knowledge and lower levels of stigma. Prior interactions with autistic people were also associated with greater understanding of ASD and more accepting attitudes. These findings emphasize the significance of incorporating autism-related content into both general and special education curricula, fostering high-quality interactions with autistic communities, and critically considering the types of knowledge that most effectively mitigate stigma. As inclusive education reforms progress in China, enhancing professional training and awareness of neurodiversity will be crucial for preparing future educators to establish inclusive and supportive learning environments.
本研究利用经过跨文化验证的中文版《自闭症耻辱与知识问卷》，调查了中国大学生对自闭症谱系障碍的了解情况及相关耻辱感。来自25个省份的2081名学生参与了在线调查。独立样本t检验和单因素方差分析显示，女生、高年级学生、普通教育专业学生、特殊教育专业学生以及完成了全纳教育课程的学生，对自闭症谱系障碍的了解程度显著更高，耻辱感更低。之前与自闭症患者的互动也与对自闭症谱系障碍的更多理解和更包容的态度相关。这些发现强调了将自闭症相关内容纳入普通教育和特殊教育课程的重要性，促进与自闭症群体的高质量互动，并认真考虑最有效地减少耻辱感的知识类型。随着中国全纳教育改革的推进，加强专业培训和对神经多样性的认识对于培养未来教育工作者建立包容和支持性的学习环境至关重要。
