Alshehri, D. (2022). General And Special Education Teachers’ Knowledge And Self-Efficacy Regarding Autism. Journal of Research in Curriculum Instruction and Educational Technology, 8(1), 35-69. doi: 10.21608/jrciet.2022.213129
Dr. Aeshah M Alshehri. "General And Special Education Teachers’ Knowledge And Self-Efficacy Regarding Autism". Journal of Research in Curriculum Instruction and Educational Technology, 8, 1, 2022, 35-69. doi: 10.21608/jrciet.2022.213129
Alshehri, D. (2022). 'General And Special Education Teachers’ Knowledge And Self-Efficacy Regarding Autism', Journal of Research in Curriculum Instruction and Educational Technology, 8(1), pp. 35-69. doi: 10.21608/jrciet.2022.213129
Alshehri, D. General And Special Education Teachers’ Knowledge And Self-Efficacy Regarding Autism. Journal of Research in Curriculum Instruction and Educational Technology, 2022; 8(1): 35-69. doi: 10.21608/jrciet.2022.213129
General And Special Education Teachers’ Knowledge And Self-Efficacy Regarding Autism
Assistant Professor at Special Education Department, Education College Taibah University , KSA
Abstract
Abstract:
R
ecognition for the increased Autism Spectrum Disorder (ASD) in Saudi Arabia has increased in recent times. The need to detect Autism and identify the self-efficacy level among instructors forms the foundation of this study. The presence of advanced technology in diagnosis has contributed to increased cases of ASD among individuals in Saudi Arabia. Thus, teachers must have vast knowledge about ASD to assist them in addressing the needs of students. Howbeit there is a lacks of previous studies on Autism, making the information available scarce. The current study seeks to assess the prevalence of ASD, self-efficacy, and the degree of teachers' consciousness about Autism in Saudi Arabia. Again, the study assesses the intervention practices that teachers employ in Saudi Arabia to help students with ASD under the supervision of the Ministry of Education. The researchers collected data using two research instruments, namely survey, and questionnaire. The study findings found that the average number of instructors possessed modest knowledge about Autism. It also revealed a considerable gap between teachers and the general public knowledge about the prevalence of Autism in Saudi Arabia. The study findings indicated that most Autistic cases went unnoticed because teachers could not detect the symptoms. Additionally, the study showed that training instructors on general Autism to help them address the numerous cases among the learners comes in handy. In the final analysis, the study proposes that online courses conform to Saudi culture and language in enhancing teachers’ self-efficacy and knowledge about Autism.
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