Knowledge and Perception Regarding Autism among Primary School Teachers: A Cross-sectional Survey from Pakistan, South Asia

• Published in: Indian journal of community medicine Vol. 42; no. 3; pp. 177 - 179
• Main Authors: Ayub, Adil, Naeem, Buria, Ahmed, Wajahat Nazir, Srichand, Suraksha, Aziz, Komal, Abro, Brooj, Najam, Sehrish, Murtaza, Duraiz, Janjua, Ali Ahmed, Ali, Sara, Jehan, Imtiaz
• Format: Journal Article
• Language: English
• Published: India Medknow Publications and Media Pvt. Ltd 01-07-2017; Medknow Publications & Media Pvt. Ltd; Medknow Publications & Media Pvt Ltd; Wolters Kluwer Medknow Publications
• Subjects: Autism; Behavior; Caregivers; Children; Children & youth; Cross-sectional studies; Elementary school teachers; Health aspects; Hospitals; Knowledge; Parents & parenting; Practice; Prevention; primary school teachers; Short Communication; Special education; Studies; Surveys; Teacher education; Teaching; Pakistan; United States > US; Autism; primary school teachers; knowledge
• ISSN: 0970-0218; 1998-3581
• 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.