Assessment of Knowledge, Attitude, and Myths toward Autism Spectrum Disorder among Teachers Working in Schools for Children with Special Needs in South Gujarat: A Cross-sectional Study

Abstract Background: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by longstanding difficulties in social interaction, verbal and nonverbal communication, the presence of restricted interests, and repetitive behaviors-all of which need care. This highlights the importance of behavioral, psychological, education, and skill-building interventions. Teachers play a pivotal role in helping children attain these skills. Hence, their adequate knowledge and favorable attitude toward ASD is important. This study assesses the knowledge, attitude, and common myths perceived by teachers towards ASD and children with Autism. Aims and Objectives: (1) To assess and document the knowledge, attitude, and perceived myths of teachers at special schools regarding Autism. (2) To understand the interrelationship between knowledge, attitude, and perceived myths. Methodology: This was a cross-sectional study done on teachers working with children with neurodevelopmental disorders in special schools across Surat. All the teachers teaching in schools for children with special needs were approached through a “Need assessment program” and others directly; after taking informed consent, they were made to fill out a structured questionnaire, and statistical analysis was done. Results: Among the 33 participants, 30 (91%) were females. The average work experience was 9.57 years. The mean knowledge score was 16.4 ± 3.9 out of a maximum possible score of 37. Twenty (60.6%) participants had inadequate knowledge. Attitude assessed using the Autism Attitude Scale for Teachers scale showed a mean score of 46.67 ± 8.8 out of the maximum possible score of 60. Most participants obtained attitude scores in the higher range group (41–60), yet attitude towards integrated education was supported by only 22 (66.6%). Considering myths, there was the presence of one or the other myths among almost all the participants except 9 (27.3%) who had no myths. A statistically significant positive correlation was found between knowledge and attitude (Pearson’s correlation coefficient r = 0.403, P = 0.020). Conclusions: As knowledge was found inadequate in most of the participants, this highlights the need for enhancing it by planning special need-based programs focusing on deficient areas. A lag towards integrated education despite an overall favorable attitude highlights the need for exploring underlying reasons. The presence of myths in most participants makes it important to bust these to improve their functioning as special educators for children with autism spectrum disorder.