School Teachers’ Knowledge about Autism in Saudi Arabia

Abdulhade I. Haimour, Yahia F. Obaidat


The purpose of this study was to find out what school teachers know about Autism. In addition, this study attemptedto find out if there any significant differences in school teachers’ knowledge about Autism depending on teachers’(gender, position, education level, teaching experience, and contact with students with Autism) variables. A total of391 general and special education teachers from various segregated and inclusive schools within the Jeddah in SaudiArabia completed study instrument (Autism knowledge Questionnaire) to determine their level of knowledge aboutAutism. An analysis of the collected data, using descriptive statistics and analysis of variance, indicated that schoolteachers had an acceptable approaching to weak level of knowledge about Autism disorder. The results also indicatedsignificant differences in the teachers’ knowledge about Autism depending on teachers’ (position, education level,teaching experience, and contact with students with Autism) favoring special education teachers, more advancedlevel of education and teaching experience, and those with previous contact with students with Autism.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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