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目的了解广州市普通小学教师对孤独症谱系障碍(ASD)特征知识的掌握状况及其对待孤独症儿童的态度,为普通学校开展孤独症儿童的融合教育提供参考线索和指导。方法采用方便抽样的方法选取广州市两所普通小学的全体教师,共发放问卷105份,回收105份,有效问卷92份。从语言、社交、行为、生活自理和学校特殊表现等方面调查小学教师对孤独症特征的了解情况;从就业、社交、生活等方面调查小学教师对孤独症儿童的态度。结果小学教师对孤独症语言、社交、行为、生活自理能力和课堂特殊表现的充分了解率分别为44.6%、58.7%、44.6%、34.8%、60.9%,对孤独症的学校特殊表现了解程度与“我会鼓励班上的学生与有异常表现的孤独症儿童交往”的态度呈负相关,(r=-0.22,P<0.05),对孤独症语言特征的了解程度与“孤独症儿童能接受普通教育”的态度呈正相关,(r=0.21,P<0.05),获得非常同意态度率最高的是“我们应该帮助孤独症儿童”(52.2%)与“我对孤独症的态度会影响他对自己的看法”(21.7%);在获非常同意态度率排名最后的是“孤独症儿童能在普通学校接受教育”(2.2%);“我愿意与有暴力倾向行为的孤独症患者正常交往”(5.4%);“我会鼓励班上的同学与有暴力倾向的孤独症儿童交往”(6.5%)。结论广州市某两所普通小学的教师对孤独症的特征总体了解不充分,对孤独症持有友好的态度,对有暴力倾向和异常行为的孤独症儿童接纳程度较低。因此,应对开展融合教育的普通小学的教师进行孤独症知识培训。
Objective To understand the general primary school teachers’ mastery of autism spectrum disorder (ASD) and their attitude to autistic children in Guangzhou and to provide clues and guidance for the integration of autistic children in ordinary schools. Methods By means of convenient sampling, all the teachers in two ordinary primary schools in Guangzhou were selected, 105 questionnaires were distributed, 105 were returned and 92 valid questionnaires were issued. Investigate the primary school teachers’ understanding of the features of autism from aspects of language, social behavior, behavior, self-care and school special performance. Investigate the attitude of primary school teachers to children with autism based on employment, social life and other aspects. Results The rate of full understanding of autism language, social interaction, behavior, self-care ability and classroom special performance of primary school teachers was 44.6%, 58.7%, 44.6%, 34.8% and 60.9% respectively. “I would encourage students in class to associate with autistic children with abnormalities” (r = -0.22, P <0.05). The level of understanding about the language features of autism is similar to that of autism Children with general education “(r = 0.21, P <0.05), and those who obtained the highest rates of attitude were” We should help autistic children “(52.2%) and” I feel lonely “The attitude towards illness affects his opinion of himself” (21.7%); the last thing in the rank of highly agreeable attitude is “autistic children can be educated in ordinary schools” (2.2%); “I am willing to Autistic patients who have violently behaved normally communicate ”(5.4%);“ I would encourage classmates to interact with violent autistic children ”(6.5%). Conclusion Teachers in two general primary schools in Guangzhou generally did not fully understand the features of autism. They also had a friendly attitude towards autism and a low acceptance level for children with autism who had violent tendencies and abnormal behaviors. Therefore, teachers of ordinary primary schools carrying out integrated education should be trained on the knowledge of autism.