Browsing by Author "Alobaidi, Batool"

Now showing 1 - 1 of 1

Restricted
The Knowledge of Autism Spectrum Disorder Among Male and Female Public Education Teachers in Jeddah, Saudi Arabia.
(Nottingham Trent University, 0024-07) Alobaidi, Batool; Dillon, Gayle
This study investigated teachers' knowledge of autism spectrum disorder (ASD) in Jeddah, Saudi Arabia, and examined what factors influenced the knowledge that teachers had. In Saudi Arabia, ASD is common but often diagnosed late (Hayat et al., 2019). This highlights the need to assess teachers' ASD knowledge, as they are well-positioned to notice signs of ASD. Understanding teachers' awareness can guide targeted training programs, improving early detection and support for students with ASD. Participants included 197 male and female teachers from public schools who completed the Autism Spectrum Knowledge Scale-General Population (ASKSG, 2019) and the Knowledge about Childhood Autism among Health Workers (KCAHW, 2008) scale. The findings revealed that participants demonstrated an average level of knowledge across both scales, scoring below average on the ASKSG but above average on the KCAHW, suggesting a potential gap in understanding ASD. Teachers with prior contact with individuals with ASD spectrum exhibited significantly higher ASD knowledge compared to those without such exposure, underscoring the impact of firsthand experience. Contrary to expectations, no significant differences in ASD knowledge were found based on gender, teaching experience, or school level taught between all educational levels, be it primary, secondary, or high school. The results aligned with previous regional studies (Alharbi et al.,2021; Otaif et al.,2019) documenting weak to moderate ASD knowledge among Saudi Arabian educators. Due to the findings from previous studies in Saudi Arabia until this study, which find that teachers' ASD knowledge has not improved, the study accentuates the pressing need for intensified and reinvigorated ASD training initiatives tailored to teachers, emphasising immersive, experiential learning modalities. By addressing the identified knowledge gaps and recognized limitations, further research efforts can help to provide a comprehensive understanding of teachers' knowledge of ASD. These studies will help to develop comprehensive and tailored programs to provide teachers with the knowledge needed to support children with ASD best.
6 0