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

Irene Gómez-Marí, Pilar Sanz-Cervera and Raúl Tárraga-Mínguez
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Irene Gómez-Marí: Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain
Pilar Sanz-Cervera: Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain
Raúl Tárraga-Mínguez: Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain

Sustainability, 2021, vol. 13, issue 9, 1-23

Abstract: 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.

Keywords: autism spectrum disorder; ASD; inclusive education; systematic review; teachers’ knowledge (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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