This study examines Greek teachers' perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of critical independent variables. The research findings support that teachers' specialized training and working experience are critical inputs to improve teachers' perceptions and efficient serving of autistic children. A cumulative joint effect of teachers' previous specialized education and working experience working with autistic children was also indicated. This could be supportive of teachers upgrading their active leading role in team working with specialized scientific staff, parents and institutions on autistic children.

Training and experience substantially influenced teachers' views and attitudes in a positive way towards the integration of students with ASD.

No abstract

Early and objective autism spectrum disorder (ASD) assessment, as well as early intervention are particularly important and may have long term benefits in the lives of ASD people. ASD assessment relies on subjective rather on objective criteria, whereas advances in research point to up-to-date procedures for early ASD assessment comprising eye-tracking technology, machine learning, as well as other assessment tools. This systematic review, the first to our knowledge of its kind, provides a comprehensive discussion of 30 studies irrespective of the stimuli/tasks and dataset used, the algorithms applied, the eye-tracking tools utilised and their goals. Evidence indicates that the combination of machine learning and eye-tracking technology could be considered a promising tool in autism research regarding early and objective diagnosis. Limitations and suggestions for future research are also presented.

No abstract