Knowledge Regarding Autism Spectrum Disorder among Mainstream Primary Teachers in Masvingo Urban Schools in Zimbabwe

Autor/in	Makaya, Peter
Titel	Knowledge Regarding Autism Spectrum Disorder among Mainstream Primary Teachers in Masvingo Urban Schools in Zimbabwe
Quelle	In: Journal on Educational Psychology, 17 (2023) 2, S.46-52 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Foreign Countries; Autism Spectrum Disorders; Elementary School Teachers; Students with Disabilities; Knowledge Level; Urban Schools; Mainstreaming; Inclusion; Faculty Development; Regular and Special Education Relationship; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Autism; Autismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wissensbasis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Inklusion; Simbabwe
Abstract	In most countries, Autism Spectrum Disorder (ASD) is rarely understood by a number of individuals including educational stakeholders particularly teachers as they are the ones to handle children with autism in school context particularly in mainstream classrooms. While the number of children diagnosed with autism continues to grow worldwide, it is exceedingly important that teachers have the foundation of knowledge necessary to identify and teach these children in mainstream schools. The study aimed to assess the knowledge regarding Autism Spectrum Disorder (ASD) among mainstream primary teachers in Masvingo Urban Schools in Zimbabwe. It employed the qualitative research method and structured interviews were used in gathering primary data. The study utilized a sample of 50 participants. The participants were primary school teachers who taught mainstream classrooms in Masvingo Urban schools in Zimbabwe. The findings of this study revealed that primary teachers lack knowledge regarding causes, identification and management of autism. The study recommends that teachers should be offered training in special education to avoid having many teachers who do not have knowledge regarding autism and learners with autism needs to be taught in mainstream classrooms to increase their learning and social skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01