Kiến thức, sự tự tin và thái độ của giáo viên mầm non về giáo dục trẻ rối loạn phổ tự kỉ: Nghiên cứu định lượng tại Thành phố Hồ Chí Minh

Tóm tắt

To successfully implement inclusive education for children with Autism Spectrum Disorder (ASD), it is crucial that teachers possess knowledge about ASD, feel confident in educating children with ASD, and hold a positive attitude toward the inclusion of children with ASD. This study evaluates the knowledge, confidence, and attitudes of 385 preschool teachers in Ho Chi Minh City to serve as a foundation for proposing solutions to enhance the capacity to educate children with ASD, thereby ensuring children’s right to education. The research indicates that teachers’ knowledge about ASD is only at a moderate level; they are adept at recognizing the signs but have limited understanding of the causes and intervention methods. Despite this, their levels of confidence and positive attitudes toward their work are relatively high. These three factors demonstrate positive correlations and are closely interrelated. The findings reaffirm that preschool teachers still lack specialized knowledge regarding ASD. Furthermore, the study emphasizes the necessity of providing professional training on ASD, alongside nurturing positive attitudes, enabling teachers to overcome the pressures associated with the inclusive education of children with ASD in preschool environments.