Knowledge Levels of Pre-School Teachers on Autism Spectrum Disorder (ASD) in Selected Schools in Adentan and Madina Municipalities

Abstract

Background: Autism Spectrum Disorder (ASD) has acquired prominence in recent times as an area of concern across the world. However, in African countries like Ghana, a lack of data on incidence and prevalence rates is compounded by the low levels of ASD knowledge among parents and vital categories of professionals such as teachers and nurses. Aim: To identify the knowledge levels of ASD among pre-school teachers in the Adentan and Madina Municipalities. Methods: Semi-structured qualitative interviewing was employed. Results: Majority of the respondents had low to no knowledge about ASD characteristics. Also, most of the respondents lacked knowledge on ASD specific organizations and intervention approaches to ASD. Again, on Inclusion Education for children with ASD, a section of the teachers supported the idea whiles another half-suggested children with ASD should be sent to special schools because they lacked the capacity to teach them. Conclusion: There is a lack of knowledge among preschool teachers on ASD and therefore there is the need to train teachers to improve their knowledge. Teachers, however, expressed a willingness and motivation to be trained to better prepare them for an Inclusive setting. Keywords: Autism, Autism Spectrum Disorder, Pre-school Teacher, Inclusive Education.