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RESEARCH PRODUCT

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

Irene Gómez-maríPilar Sanz-cerveraRaúl Tárraga-mínguez

subject

Web of scienceinclusive educationGeography Planning and DevelopmentScopusTJ807-830autism spectrum disorderPsycINFOManagement Monitoring Policy and LawTD194-195ASDRenewable energy sourcessystematic reviewmedicineMainstream0501 psychology and cognitive sciencesGE1-350Early childhoodMedical educationEnvironmental effects of industries and plantsRenewable Energy Sustainability and the Environment05 social sciences050301 educationmedicine.diseaseEnvironmental sciencesteachers’ knowledgeAutism spectrum disorderAutismeEducació especialPsychology0503 educationInclusion (education)Know-how050104 developmental & child psychology

description

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.

yearjournalcountryeditionlanguage
2021-05-01Sustainability
10.3390/su13095097https://www.mdpi.com/2071-1050/13/9/5097