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

Author

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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)

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.

Suggested Citation

  • Irene Gómez-Marí & Pilar Sanz-Cervera & Raúl Tárraga-Mínguez, 2021. "Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review," Sustainability, MDPI, vol. 13(9), pages 1-23, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:5097-:d:547775
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    References listed on IDEAS

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    1. Mikel Perales Jarillo & Luis Pedraza & Pablo Moreno Ger & Elvira Bocos, 2019. "Challenges of Online Higher Education in the Face of the Sustainability Objectives of the United Nations: Carbon Footprint, Accessibility and Social Inclusion," Sustainability, MDPI, vol. 11(20), pages 1-15, October.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    3. Daniela Maria Cretu & Felicia Morandau, 2020. "Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research," Sustainability, MDPI, vol. 12(12), pages 1-27, June.
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