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Awareness of the South Bohemia Region primary school teachers about autism and autism spectrum disorders
VOSTROVSKÁ, Marika
This thesis deals with awareness of teachers in mainstream elementary schools in the South Bohemian Region about autism and autistic spectrum disorders. The thesis is divided into four basic chapters followed by discussion and conclusion. The first chapter of the thesis focuses on theoretical background of autism and autistic spectrum disorders. The second chapter deals with the topic of autism and ASD in the school environment, including possibility of intervention. Chapter 3 and 4 include methodological part of the thesis. Chapter 3 focuses on quantitative research of awareness of teachers on this issue, as well as their needs and experience. South Bohemian teachers demonstrated their knowledge, attitudes and experience regarding autism and ASD in a short questionnaire and a knowledge quiz. Chapter 4 applies a qualitative method and provides an analysis of the interview, which was carried out with two teachers who work with students with autism or ASD in mainstream primary school. The base of the quantitative research was a questionnaire for teachers, which main purpose was to measure awareness and basic orientation in the problem of autism. Knowledge quiz focused on detailed investigation of knowledge base of autism and ASD among teachers concerned. This thesis established five main hypotheses with subhypotheses that have been tested in several respects, especially length of teaching experience, specific training of respondents, school size and previous experience with autistic students. Extensive testing has supported six sub-hypothesis, which show that the awareness is influenced by place (namely school size) and that previous experience strongly supports a positive attitude towards the integration. In the same way, experience with students with autism showed a higher interest on additional training in these issues. The qualitative part of the thesis analyses the interview with two particular teachers who work every day with students with autism and autism spectrum disorders. The thesis explores their particular experience with autistic pupils, their knowledge and education, but also the problems and needs these teachers have in communication with pupils.
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