Knowledge, Attitude and Practice of Primary School Teachers towards Students with Autism Spectrum Disorders

Autism spectrum disorders (ASDs), as a group of neurodevelopment disorders, have significant prevalence in the world, and outside of parents and caregivers, the teachers, especially in primary school, deal with children daily. This study aimed to investigate the knowledge, attitude and practice of primary school teachers towards students with ASDs and the possible correlation with their demographic data and experience. This cross-sectional study was performed on ۱۹۶ primary school teachers in Rasht in the year ۲۱۱۲- ۲۱۱۲. Participants were selected through multi-stage cluster random sampling and they completed demographic questionnaire and knowledge, attitude and practice questionnaire. ۲۵.۵۷ of teachers had moderate knowledge, ۲۱.۹۷ had a positive attitude and ۲۲.۶۷ had good performance. There is a statistically significant relationship between gender (P = ۱.۱۴۱), level of education (P = ۱.۱۱۱۱), and having a child (P = ۱.۱۱۱۱) with the state of knowledge about ASDs. There was a statistically significant relationship between gender and attitudes toward ASDs (P=۱.۱۱۲). There is a statistically significant relationship between gender and education level with practice status (P = ۱.۱۱۱۱, P = ۱.۱۱۱۱). Also, teachers with positive attitude had better performance towards students with ASDs. ۲۳.۲۷ of the teachers tended to know more about ASDs, and most of them suggested training courses. Most of the teachers had moderate knowledge, good attitude and good performance towards ASD students. Women had better knowledge, attitude and practice toward ASD students. Most of the subjects believed that they need special training course on ASDs, so it seems to be necessary to plan to fulfill the needs of teachers.