PEDAGOGICAL KNOWLEDGE OF REMEDIAL EDUCATION TEACHERS TOWARDS STUDENTS WITH AUTISM

Abstract

Autism Spectrum Disorder (ASD) can impact every family and kid, regardless of color, ethnicity, or educational attainment. This study aims to assess remedial teachers' level of understanding regarding children with autism. The association between the remedial teacher's understanding of autistic students and their educational background as well as their teaching experience is also examined in this study. A descriptive cross-sectional study methodology was used to assess the remedial teachers' degree of understanding regarding kids with autism. Simple random sampling was used to pick 50 remedial instructors from 50 elementary schools in the Petaling Perdana area. Using a Google Form questionnaire based on earlier research, primary data was gathered. Statistical Packages for The Social Sciences (version 27) was utilized to process and evaluate the data. The instrument that has been produced with a Cronbach's Alpha coefficient value of α = 0.73 was examined using the Pearson Correlation test. With a mean score of 3.39, this research indicates a low degree of expertise. This demonstrates the necessity for remedial teachers to increase their understanding of ASD. Most remedial teachers expressed enthusiasm in working with students who have autism when given the right support. Additionally, remedial teachers lack expertise about students with autism. They are having trouble identifying the pupils. Thus, the researcher recommends that basic courses, training, workshops, or pertinent seminars on autistic kids be implemented in all schools going forward.