Exploring Teacher Awareness and Challenges in Managing Autism Spectrum Disorder (ASD) Behaviors in Inclusive Education Settings

Mirasol Lewis, Lilibeth Pinili

Abstract

This study examines the level of awareness among special education and general education teachers regarding the behaviors of children with autism spectrum disorder (ASD) and explores the relationship between this awareness and two key demographic factors: years of experience and attendance at autism-related seminars and trainings. The results indicate a moderate level of awareness among the respondents, but no significant correlation was found between years of teaching experience and awareness levels. However, a significant positive correlation was observed between the number of seminars attended and the level of awareness, highlighting the critical role of professional development. Teachers reported several challenges, including a lack of support from parents and school administration, insufficient instructional materials, and difficulties managing inclusive classrooms. The findings underscore the importance of continuous training and institutional support to enhance teachers’ ability to effectively support children with ASD in inclusive education settings.

https://doi.org/10.22040/wjher.4.3

Keywords

Autism Spectrum Disorder (ASD), teacher awareness, special education, general education, inclusive education

full textpdf

Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22040/wjher.4.3Pages: 114-123Published: 09-18-2024Copyright: Copyright (c) 2024 Mirasol Lewis, Lilibeth PiniliOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteLewis, M. & Pinili, L. (2024). Exploring Teacher Awareness and Challenges in Managing Autism Spectrum Disorder (ASD) Behaviors in Inclusive Education Settings. World Journal on Education and Humanities Research, 4(3), 114-123. https://doi.org/10.22040/wjher.4.3