School’s Teachers Knowledge About Autism in Al-Badayacity, Al-Qassim Region, Kingdom of Saudi Arabia
Khalid Ali Alharbi, Abdulmajeed Abdullah Alharbi, Faris Saleh Al-Thunayyan, Khalid Abdullah Alsuhaibani, Najeeb Saleh Alsalameh, Mohammed Hasan Alhomaid, Ibrahim Saleh Albahouth, Pousette Farouk Hamid.
Introduction: The growing number of students with Autism will set challenge to school teachers to become better prepared to take the necessary action to serve and to assist children with autism. Aim: The aim in this study was to assess the knowledge and attitude of school teachers regarding Autism Spectrum Disorder in Badaya city of Al-Qassim region, kingdom of Saudi Arabia, and to find out any differences in school teachers knowledge based on (gender, educational level, experience, contact with students with autism, type of school). Methods: a cross sectional study was conducted in Badaya City on school teachers from December 2017 until March 2018 to assess their knowledge about Autism spectrum disorder. Autism knowledge Questionnaire was completed by 248 school teachers participated in the research study, data was collected from answers of the 30 questions of the questionnaire for all participants, and analyzed using SPSS version 21. Results: total level of knowledge in our sample of school teachers was 48.7%, a statistical significant differences between school teachers’ knowledge based on type of school, contact with children with autism favoring public schools p value=0.00, and previous contact with students with autism p value=0.03 which have higher level of knowledge. Educational level, grade of teaching, experience, gender did not significantly affect teachers’ knowledge. Conclusion: School teachers had a weak level of knowledge about Autism Spectrum disorder. Previous contact with students with autism definitely raises level of knowledge.
Autism, Knowledge, School teachers, Contact, Qassim.