Abstract
Countries seek to implement sustainable policies for supporting professionals working with students with an autism spectrum disorder. These policies can advance more slowly in developing states like Romania and Greece. As such, this study aimed to investigate the reported knowledge and training needs of professionals working with ASD students to inform policymakers. Using a cross-sectional design, 475 Romanian and 211 Greek specialists completed an online questionnaire on the following dimensions: diagnosis and assessment of ASD, management of behavioural problems in ASD students, communication skills, technology, teaching, and e-learning platforms. The results showed that Greek professionals have higher levels of ASD knowledge compared to Romanian respondents (MGreece = 15.2, SDGreece = 4.22; MRomania = 13.7, SDRomania = 3.88; U = 39703, p < 0.001). There is also a significant need for training on all the investigated dimensions in both countries, with greater training needs in Romania than in Greece (MGreece = 26, SDGreece = 2.98; MRomania = 27.2, SDRomania = 1.84; U = 35556, p < 0.001). Both countries reported the lowest level of knowledge in innovative teaching technologies and high training needs using an e-learning platform. The results emphasise important gaps in the educational programmes for ASD professionals.
Highlights
Accepted: 1 March 2022Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder, identified by behavioural symptoms such as poor social interactions, qualitative impairments in verbal and nonverbal communication, narrow interests, and stereotyped behaviours [1], which hinder a child’s adaptation
This study aimed to compare data from Greece and Romania regarding Accepted: March 2022Autism spectrum disorder (ASD) knowledge and training needs of professionals involved in educating students with ASD
In order to find out what the needs are for ASD education in professionals working with ASD students, we used a cross-sectional study design
Summary
Accepted: 1 March 2022Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder, identified by behavioural symptoms such as poor social interactions, qualitative impairments in verbal and nonverbal communication, narrow interests, and stereotyped behaviours [1], which hinder a child’s adaptation. Children with ASD face many challenges, with serious barriers and difficulties in leading independent lives [2]. Are usually slower and present particular characteristics, such as repetitiveness, rigidity, and poor nonverbal skills [4]. Due to these features and the overwhelming environment, children with ASD often display emotional and externalising behaviours (e.g., aggression, self-injuries, non-compliance) called conduct or “problem behaviours” [5]. These challenges are distressing for both parents and educators [6,7]; assessing and addressing them through interventions is crucial for recovery and inclusion. Professionals need to be aware of children’s cognitive learning characteristics [8] and create learning experiences that build independent life skills
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