What Is The Effect Of General Education Teachers' Attitudes On Knowledge And Experience On The Education Of Asd Students?

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Dr.Emine OZEL, Prof.Dr.Sau Cheng Loh, Dr.Mahmoud Danaee, Dr.MohdNazrul Bin Azizi


The number of Malaysian children diagnosed with autism spectrum disorder (ASD) has increased dramatically in recent years. This research was to assess the views of primary public regular school teachers in Malaysia concerning the inclusion of kids with ASD. This study's goal is to assess teachers' knowledge and attitudes towards kids with ASD in Malaysian mainstream schools. The study included 100 teachers from three primary schools in Kuala Lumpur, Selangor, Malaysia, who completed surveys about their socio-demographics, teaching experience, attitudes toward inclusion, ASD experience and knowledge, effects on inclusion, benefits, and challenges of mainstreaming students with ASD. The independent variable was knowledge of ASD and the dependent variable was the attitude toward children with ASD; the demographic factors were gender, age, and teaching experience training students with ASD the quantitative analysis was undertaken. The findings revealed that neither age nor gender was associated with substantial differences in knowledge or attitude. In general, the findings of the survey demonstrated that the majority of teachers had a modest degree of awareness of special education needs. As a result, knowledge of ASD is very essential for parents, clinicians, and educators.Teacher educators and students with ASD are concerned that there may be a lack of interconnectedness between knowledge, attitudes, and experience in the context of inclusive education. For this reason, we'll also talk about the gap. In order to bridge the gap between autistic pupil’s learning and development and teachers' knowledge, this study advises that autism knowledge evaluations be changed to better capture experiential knowledge that goes beyond clinical descriptions

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