Primary School Teachers’ Knowledge and Concepts about Autism Spectrum Disorder in Saudi Arabia

Abstract

The present study aimed to assess the level of knowledge of autism spectrum disorder among primary school teachers in public schools in Saudi Arabia, identify statistically significant differences according to several demographic and professional variables, and explore the most common misconceptions and knowledge gaps among teachers. A descriptive and analytical method was used by utilizing a questionnaire developed based on a previously validated instrument. The findings revealed that teachers demonstrated a moderate level of knowledge about ASD, with a mean score of 61.7%. The results also show significant differences in knowledge levels in relation with number of the study variables. Additionally, the results highlighted several misconceptions and limited knowledge in different aspects of ASD among teachers. Findings were discussed in light of previous studies, and recommendations were provided to improve teachers’ practices and knowledge in teaching children with autism in the primary schools.