Teachers' Knowledge Regarding Autism Spectrum Disorder(ASD): A Systematic Review
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Teachers' Knowledge Regarding Autism Spectrum Disorder(ASD): A Systematic Review

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Teachers' Knowledge Regarding Autism Spectrum Disorder(ASD): A Systematic Review

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dc.contributor.author Gómez Marí, Irene
dc.contributor.author Sanz Cervera, Pilar
dc.contributor.author Tárraga Mínguez, Raúl
dc.date.accessioned 2021-07-16T09:31:37Z
dc.date.available 2021-07-16T09:31:37Z
dc.date.issued 2021
dc.identifier.uri https://hdl.handle.net/10550/79957
dc.description.abstract The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers' knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015-2020. In total, 25 articles were analyzed. The results show that, in general, teachers' knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.
dc.language.iso eng
dc.relation.ispartof Sustainability, 2021, vol. 13, num. 9, p. 5097
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Gómez Marí, Irene Sanz Cervera, Pilar Tárraga Mínguez, Raúl 2021 Teachers' Knowledge Regarding Autism Spectrum Disorder(ASD): A Systematic Review Sustainability 13 9 5097
dc.subject Autisme
dc.subject Educació especial
dc.title Teachers' Knowledge Regarding Autism Spectrum Disorder(ASD): A Systematic Review
dc.type info:eu-repo/semantics/article
dc.date.updated 2021-07-16T09:31:37Z
dc.identifier.doi https://doi.org/10.3390/su13095097
dc.identifier.idgrec 147298

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