Nhận thức về rối loạn phổ tự kỉ của giáo viên mầm non tại thành phố Thủ Đức, Thành phố Hồ Chí Minh
Tóm tắt
Children with autism spectrum disorder (CASD) have unique needs in learning compared to other learners, requiring teachers to have specialized skills and be very well prepared to support them both socially and in teaching. This article explores the awareness of autism spectrum disorder among preschool teachers in Thu Duc city, Ho Chi Minh City, using a random sampling method to survey 410 preschool teachers, of which women make up the majority (93.9%). The results show that mass media is the main source of information that teachers use in the process of learning about autism spectrum disorder with a rate of 63.7%. Teachers have a fairly solid knowledge of the symptoms of autism spectrum disorder, but their understanding of the causes and treatment methods is limited. The results also show that there is a close relationship between levels of awareness and teaching experience as well as teachers’ professional level. Particularly, the teachers with 5-10 years of experience and teachers with university degrees have the highest level of awareness. The research results will be the basis for proposing measures to raise preschool teachers’ awareness of autism spectrum disorders.
Tài liệu tham khảo
Alharbi, K. A., Alharbi, A. A., & Thunayyan, F. S. (2019). School’s Teachers Knowledge About Autism in Al-Badayacity, Al-Qassim Region, Kingdom of Saudi Arabia. Mater Sociomed, 31(1), 4-9. https://doi.org/10.5455/
msm.2019.31.4-9
Alobaid, A. S., & Almogbel, E. (2022). Awareness of Autism Spectrum Disorder Among Pre-School Teachers in Qassim Region, Saudi Arabia. Health Psychology Research, 10(3), 37676. https://doi.org/10.52965/001c.37676
Centers for Disease Control & Prevention (2020). Early Intervention and Education for Autism Spectrum Disorder - A Closer Look. https://www.cdc.gov/ncbddd/actearly/autism/curriculum/documents/early-intervention-education_508.pdf
Fombonne, E. (2020). Epidemiological controversies in autism. Swiss Arch Neurol Psychiatr Psychother, 171(w03084), 1-3. https://doi.org/10.4414/sanp.2020.03084
Ghalilah, K. M., Hassan, S. M., Jorob, D. Y. M. A., Habiba, U., Baqrain, U. A., Saad, H. M., ... & Alahmadi, H. (2024). Awareness and attitude of female preschool teachers towards autism in Medina. Medical Science, 28, e46ms3345.
Gómez-Marí, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ knowledge regarding autism spectrum disorder (ASD): A systematic review. Sustainability, 13(9), 5097. https://doi.org/10.3390/su13095097
Harrison, A. J., Bradshaw, L. P., Naqvi, N. C., Paff, M. L., & Campbell, J. M. (2017). Development and psychometric evaluation of the autism stigma and knowledge questionnaire (ASK-Q). Journal of Autism and Developmental Disorders, 47, 3281-3295.
Liu, Y., Li, J., Zheng, Q., Zaroff, C. M., Hall, B. J., Li, X., & Hao, Y. (2016). Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China. BMC Psychiatry, 16(1), 1-12. https://doi.org/10.1186/s12888-016-0845-2
Ministry of Health (2020). World Autism Awareness Day. https://www.moh.gov.sa/en/HealthAwareness/healthDay/2020/Pages/HealthDay-2020-04-02.aspx
Mohammed, T. S, Aniza, A., N., Roslan, S., Ma’rof, A., & Mohammed, Z. S. (2020). Mainstream Preschool Teachers’ Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD). International Journal of Environmental Research and Public Health, 17(12), 4284. https://doi.org/10.3390/ijerph17124284
Nguyễn Minh Phương, Thái Huỳnh Ngọc Trân, Trần Nhã Uyên, Đinh Phú Thọ, Nguyễn Việt Nhựt Minh, Võ Ngọc Trang Đài, Nguyễn Thị Phương Hiền, Trần Thiện Thắng (2021). Nghiên cứu kiến thức và thái độ của giáo viên về rối loạn phổ tự kỉ tại Cần Thơ năm 2020. Tạp chí Y học Việt Nam, 501(2), 86-91.
Phạm Toàn (2021). Hướng dẫn chẩn đoán tâm lí tâm thần theo DSM-5. NXB Đại học Quốc gia Thành phố Hồ Chí Minh.
Qiu, S., Lu, Y., & Yet, L. (2020). Prevalence of autism spectrum disorder in Asia: A systematic review and metaanalysis. Psychiatry Research, 284, 112679. https://doi.org/10.1016/j.psychres.2019.112679
Rakap, S., Balikci, S., & Kalkan, S. (2018). Teachers’ knowledge about autism spectrum disorder: The case of Turkey. Turkish Journal of Education, 7(4), 169-185.
Rakap, S., Balikci, S., Parlak-Rakap, A., & Kalkan, S. (2016). An analysis of Turkish pre-service teachers’ knowledge of autism spectrum disorder: Implications for teacher preparation programs. Sage Open, 6(3), 1-11. https://doi.org/2158244016668853
Rodden, B., Prendeville, P., Burke, S., & Kinsella, W. (2019). Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis. Cambridge Journal of Education, 49(2), 235-253. https://doi.org/10.1080/0305764X.2018.1506018
Sabbagh, H. J, Al-Jabri, B. A, Alsulami, M. A, Hashem, L. A, Aljubour, A. A, Alamoudi, R. A (2021). Prevalence and characteristics of autistic children attending autism centres in 2 major cities in Saudi Arabia: A cross-sectional study. Saudi Medical Journal, 42(4), 419-427. https://doi.org/10.15537/smj.2021.42.4.20200630
Sakallı, A. A., & Tuncer, Ö. (2024). Examination of Teachers’ Knowledge Level and Attitudes About Autism Spectrum Disorder. Haydarpasa Numune Medical Journal, 64(3), 286-293. https://doi.org/10.14744/hnhj.2023.80270
Salhia, H. O., Al-Nasser, L. A., Taher, L. S., Al-Khathaami, A. M., El-Metwally, A. A. (2014). Systemic review of the epidemiology of autism in Arab Gulf countries. Neurosciences (Riyadh), 4(19), 291-296.
Sanz-Cervera, P., Fernández-Andrés, M. I., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2017). Pre-service teachers’ knowledge, misconceptions and gaps about autism spectrum disorder. Teacher Education and Special Education, 40(3), 212-224.
Simpson, R. L. (2005). Evidence-Based Practices and Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149. https://doi.org/10.1177/10883576050200030201
Taresh, S., Ahmad, N. A., Roslan, S., Ma’rof, A. M., & Zaid, S. (2020). Pre-school teachers’ knowledge, belief, identification skills, and self-efficacy in identifying autism spectrum disorder (ASD): A conceptual framework to identify children with ASD. Brain Sciences, 10(3), 1-30. https://doi.org/10.3390/brainsci10030165
WHO (2013). Meeting report: autism spectrum disorders and other developmental disorders: from raising awareness to building capacity. https://iris.who.int/handle/10665/103312
Yahya, H. S. B., & Mohamed, S. (2024). Preschool Teachers’ Knowledge of Autism Spectrum Disorder (ASD). International Journal of Academic Research in Progressive Education and Development, 13(1), 1784-1797. https://doi.org/10.6007/ijarped/v13-i1/20747
Tải xuống
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
