PRESCHOOL TEACHERS’ KNOWLEDGE OF AUTISM (ASD) IN KLANG VALLEY

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social interaction, communication, and behavior. Children with ASD often struggle with daily activities such as self-feeding, toileting, and dressing, which can impact their independence. Given that preschool teachers play a crucial role in early childhood development, their knowledge and awareness of ASD are essential in supporting children with special needs. This study examines the knowledge level on ASD among preschool teachers in Klang Valley using a quantitative research approach. A total of 106 preschool teachers participated in the study by completing the Autism Knowledge Questionnaire, which consisted of 30 True or False questions with an additional "Not Sure" option to minimize guessing. To ensure reliability and validity, the questionnaire was reviewed by professors, lecturers, and peers before implementation, with necessary modifications made based on their feedback. The results indicate that while most teachers demonstrate some knowledge of ASD, their understanding remained limited, with many possessing only a basic awareness of the condition. This gap in knowledge suggests that preschool teachers may lack the necessary skills to effectively support children with ASD in classroom settings. In conclusion, the findings emphasize the need for greater ASD awareness and training among early childhood educators. Providing specialized training and professional development opportunities can enhance teachers’ understanding of ASD, equipping them with the skills to create inclusive learning environments and offer better support to children with ASD.