评估教师对自闭症谱系障碍的知识和意识
Hamit Harun Bağci1, Abide Aksungur2, Gülsüm Öztürk Emiral3
1Republic of Turkiye Ministry of Health, General Directorate of Public Health, Ankara, Turkiye.
Turkish journal of medical sciences
|September 11, 2025
概括
教师 教师 教师的教师
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 教师对于早期自闭症谱系障碍 (ASD) 识别至关重要.
- 提高教师对ASD知识,有助于早期发现和转诊.
- 这项研究调查了教师的自闭症意识和影响因素.
研究的目的:
- 评估教师对自闭症谱系障碍 (ASD) 的知识和意识.
- 确定影响教师对ASD理解和感知的因素.
- 探索教师在ASD早期识别和干预中的作用.
主要方法:
- 一项涉及171名学校辅导员的横截面研究.
- 通过研究人员设计的问卷和自闭症意识量表 (AAS) 收集数据.
- 学校访问是根据预约进行的,以收集数据.
主要成果:
- 大多数教师都认可ASD,但对"影子教学"不太熟悉.
- 在女性中观察到更高的ASD意识得分,那些收入较低的人,以及以前有ASD培训或个人联系的个人.
- 女性在"自闭症原因"",友关系"和"干预要素"方面得分更高.
结论:
- 教师的性行为和与自闭症患者的先前接触影响了干预过程.
- 教师需要更深入的知识来早期识别和转诊ASD.
- 足够的ASD意识对于教师与被诊断为ASD的学生有效互动至关重要.
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