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El conocimiento del profesorado sobre el Trastorno del Espectro Autista.

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Title: El conocimiento del profesorado sobre el Trastorno del Espectro Autista.
Alternate Title: Teacher's knowledge about Autism Spectrum Disorder.
Authors: Fuster Rico, Andrea1, Gonzálvez, Carolina1, Pérez Marco, María2, Vicent, María3
Source: REMIE - Multidisciplinary Journal of Educational Research. Feb2023, Vol. 13 Issue 1, p1-28. 28p.
Subject Terms: *Special education teachers, *Autism spectrum disorders, *Teacher training, *Educational quality, *Inclusive education, Children with autism spectrum disorders
Abstract (English): The prevalence of Autism Spectrum Disorder (ASD) has increased notably in recent years. For this reason, teacher's training is considered a key to improve their knowledge about ASD and, in turn, to achieve a quality education. This study aimed to analyze the level of knowledge about ASD that possess 51 teachers. The Autism Knowledge Questionnaire (AKQ) was used to evaluate the knowledge about ASD. It was observed that a 5.9%, 47.1% and 47.1% of the participants present, respectively, weak, acceptable, and good level of knowledge. Weaknesses and gaps of knowledge were associated with comorbidity, characteristics about ASD, and the effects of medication. The results of ANOVAS evidenced non-significant differences in the mean scores on AKQ as a function of gender, the university training, the years of teacher's professional experience and the typology of school. Regarding the current professional profile, Special Education teachers or Speech and Hearing teachers obtained significantly higher mean scores than Elementary teachers (d = 6.41). In the same way, professionals who had had contact with people with ASD reported significantly higher levels of knowledge than people who had not had contact (d = 7.62). In conclusion, it is required a reconceptualization of the teachers' training that prioritizes the contact with pupils with ASD to enrich their knowledge and, therefore, accomplish an Inclusive Education. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La prevalencia del Trastorno del Espectro Autista (TEA) se ha incrementado notablemente en los últimos años. Por ello, la formación del profesorado se considera clave para mejorar sus conocimientos sobre el TEA, y de este modo, lograr una educación de calidad. Así, se propuso estudiar el nivel de conocimientos sobre el TEA que poseen 51 maestros. Se empleó el Autism Knowledge Questionnarie (AKQ) como instrumento para evaluar el conocimiento sobre el TEA. Se obtuvo que un 5.9 %, 47.1 % y 47.1 % de los participantes presentaron, respectivamente, un nivel de conocimiento débil, aceptable y bueno. Las carencias de conocimiento se asociaron con la comorbilidad, las características del TEA y los efectos de la medicación. Los resultados de los ANOVAS evidenciaron que las puntuaciones medias en el AKQ no difirieron significativamente en función del género, formación universitaria, años de experiencia docente y tipo de centro. Respecto al perfil profesional actual, los maestros de Educación Especial o Audición y Lenguaje obtuvieron medias significativamente más elevadas que los de Educación Primaria (d = 6.41). Igualmente, aquellos que habían tenido contacto con personas con TEA presentaban un nivel de conocimiento considerablemente más alto que los que no (d = 7.62). En conclusión, es necesaria una reconceptualización de la formación docente donde prime el contacto con el alumnado con TEA para enriquecer su conocimiento y llevar a cabo una Educación Inclusiva. [ABSTRACT FROM AUTHOR]
Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: El conocimiento del profesorado sobre el Trastorno del Espectro Autista.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Teacher's knowledge about Autism Spectrum Disorder.
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  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fuster+Rico%2C+Andrea%22">Fuster Rico, Andrea</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gonzálvez%2C+Carolina%22">Gonzálvez, Carolina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pérez+Marco%2C+María%22">Pérez Marco, María</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Vicent%2C+María%22">Vicent, María</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22REMIE+-+Multidisciplinary+Journal+of+Educational+Research%22">REMIE - Multidisciplinary Journal of Educational Research</searchLink>. Feb2023, Vol. 13 Issue 1, p1-28. 28p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+autism+spectrum+disorders%22">Children with autism spectrum disorders</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: The prevalence of Autism Spectrum Disorder (ASD) has increased notably in recent years. For this reason, teacher's training is considered a key to improve their knowledge about ASD and, in turn, to achieve a quality education. This study aimed to analyze the level of knowledge about ASD that possess 51 teachers. The Autism Knowledge Questionnaire (AKQ) was used to evaluate the knowledge about ASD. It was observed that a 5.9%, 47.1% and 47.1% of the participants present, respectively, weak, acceptable, and good level of knowledge. Weaknesses and gaps of knowledge were associated with comorbidity, characteristics about ASD, and the effects of medication. The results of ANOVAS evidenced non-significant differences in the mean scores on AKQ as a function of gender, the university training, the years of teacher's professional experience and the typology of school. Regarding the current professional profile, Special Education teachers or Speech and Hearing teachers obtained significantly higher mean scores than Elementary teachers (d = 6.41). In the same way, professionals who had had contact with people with ASD reported significantly higher levels of knowledge than people who had not had contact (d = 7.62). In conclusion, it is required a reconceptualization of the teachers' training that prioritizes the contact with pupils with ASD to enrich their knowledge and, therefore, accomplish an Inclusive Education. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: La prevalencia del Trastorno del Espectro Autista (TEA) se ha incrementado notablemente en los últimos años. Por ello, la formación del profesorado se considera clave para mejorar sus conocimientos sobre el TEA, y de este modo, lograr una educación de calidad. Así, se propuso estudiar el nivel de conocimientos sobre el TEA que poseen 51 maestros. Se empleó el Autism Knowledge Questionnarie (AKQ) como instrumento para evaluar el conocimiento sobre el TEA. Se obtuvo que un 5.9 %, 47.1 % y 47.1 % de los participantes presentaron, respectivamente, un nivel de conocimiento débil, aceptable y bueno. Las carencias de conocimiento se asociaron con la comorbilidad, las características del TEA y los efectos de la medicación. Los resultados de los ANOVAS evidenciaron que las puntuaciones medias en el AKQ no difirieron significativamente en función del género, formación universitaria, años de experiencia docente y tipo de centro. Respecto al perfil profesional actual, los maestros de Educación Especial o Audición y Lenguaje obtuvieron medias significativamente más elevadas que los de Educación Primaria (d = 6.41). Igualmente, aquellos que habían tenido contacto con personas con TEA presentaban un nivel de conocimiento considerablemente más alto que los que no (d = 7.62). En conclusión, es necesaria una reconceptualización de la formación docente donde prime el contacto con el alumnado con TEA para enriquecer su conocimiento y llevar a cabo una Educación Inclusiva. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162577156
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.17583/remie.10867
    Languages:
      – Code: spa
        Text: Spanish
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        PageCount: 28
        StartPage: 1
    Subjects:
      – SubjectFull: Special education teachers
        Type: general
      – SubjectFull: Autism spectrum disorders
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Educational quality
        Type: general
      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Children with autism spectrum disorders
        Type: general
    Titles:
      – TitleFull: El conocimiento del profesorado sobre el Trastorno del Espectro Autista.
        Type: main
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            NameFull: Fuster Rico, Andrea
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            NameFull: Gonzálvez, Carolina
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            NameFull: Pérez Marco, María
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            NameFull: Vicent, María
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            – D: 01
              M: 02
              Text: Feb2023
              Type: published
              Y: 2023
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            – TitleFull: REMIE - Multidisciplinary Journal of Educational Research
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