Trouble du spectre de l’autisme et évaluation du stress perçu des parents et des professionnels : étude des propriétés psychométriques d’une adaptation francophone de l’Appraisal of Life Event Scale (ALES-vf)

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

“…It appears that, if specific efforts are made in teacher training, this has an effective impact on the improvement of teachers' knowledge [84,89,90]. Therefore, we agree with previous literature contending that training increases teachers' levels of knowledge and inclusion [5,[21][22][23][24]. Only one of the studies that reported low levels of knowledge [84] considered carrying out an intervention program to evaluate and improve knowledge.…”

“…Overall, in this review we found a lack of knowledge in most of the articles reviewed coinciding with prior reviews [61,62] and other studies [45]. We found that most of the articles revealed low [64,66,68,71,75,76,79,[84][85][86]95] or medium [65,67,73,74,77,78,80,82,91] levels of knowledge about ASD among their participants, coinciding with prior studies [21,25,36,37]. Indeed, most of the studies showed misconceptions [75,85,91] and gaps, or a lack of knowledge [71,77,85,95].…”

“…To date, some of the studies that have investigated teachers' knowledge levels show that mainstream teachers of pupils with ASD often report lack of specific training, preparation [25], confidence [21,36] and knowledge of the disorder [23,37]. We also found some differences between mainstream pre-or in-service teachers and special education pre-or in-service teachers.…”

“…The increase in ASD prevalence within recent years has meant a parallel increase in the number of children and young students with ASD educated in mainstream pre-schools, primary schools, high schools and universities [21,22]. There is a high probability that preand in-service teachers will find students with ASD in their classroom.…”

“…The inclusion of individuals with ASD in the same educational environment with typically developing children promotes positive outcomes in terms of social and cognitive development [21]. In fact, policymakers of many educational systems have followed these recommendations offering schooling options in regular classes where there are available services according to the needs of a child with ASD [21,25].…”