Teachers Knowledge towards Autism Spectrum Disorder and its Associated Factor in Addis Ababa public schools, Ethiopia, 2024 Multicenter cross sectional study

Abstract

Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder primarily impacting social communication and behavior. Preschool and primary school teachers have a vital role in identifying and supporting these children. However, the extent of teachers' knowledge about the disorder and their knowledge towards including children with ASD in their classrooms remains uncertain. The aim of this study was to evaluate the knowledge towards including children with autism spectrum disorders in their classrooms, and associated factors among preschool and primary school teachers in public schools in Addis Ababa. Methods and Materials Data from preschool and primary school teachers were collected using a self-administered questionnaire between September 2023 and December 2023. The collected data were analyzed utilizing SPSS version 27. Descriptive statistics were employed to summarize the findings, while bivariate binary logistic regression was utilized to examine associations between variables. Results The study findings revealed that only 35.5% of teachers had adequate knowledge, and the mean attitude score was 3.4, indicating a slight positive inclination towards inclusive education. Teachers between the ages of 20 and 25 had 90% lower knowledge compared to those above 40 years (AOR = 0.1, 95% CI = 0.48–0.7) with a p-value of 0.014. First to sixth-grade class teachers were 2.4 times more likely to have adequate knowledge (AOR = 2.4, 95% CI = 1.2–4.5) with a p-value of 0.007. Those who relied on social media as a knowledge source were 60% more likely to have knowledge compared to those who did not (AOR = 0.4, 95% CI = 0.2–0.8) with a p-value of 0.013. Previous experience with a child who has special needs increased the likelihood of having adequate knowledge by 44% (AOR = 0.54, 95% CI = 0.2–0.9) with a p-value of 0.04. Conclusion and recommendation The overall level of knowledge regarding ASD is inadequate; however, there is a positive tendency towards including students with ASD in regular classes. It is recommended to provide professional development programs, as well as develop guidelines and curriculum, to enhance teachers' knowledge.