How regular education teachers' knowledge about autism relates to their efficacy when working with children with autism

Abstract

This study examined regular education elementary teachers' knowledge about autism, their level of efficacy when working with children with autism, and whether or not their knowledge is related to their personal efficacy when teaching children with autism. Previous research indicated that high efficacy is an important attribute for all teachers to have (Ashton & Webb, 1986; Imants & Tillema, 1995). Little research has been conducted on how a teacher's knowledge about autism is associated with his/her personal efficacy when teaching children with autism. A survey on teachers' knowledge of autism and personal efficacy when teaching children with autism was completed by 23 Midwestern teachers of grades one through five. Overall responses indicated that the teachers felt that they had high personal efficacy when teaching children with autism, but low knowledge about autism. A Pearson Correlation Coefficient was calculated and a significant relationship was not found between teachers' knowledge about autism and their personal efficacy when teaching children with autism. A significant relationship between the number of students a teacher has taught with autism and that teacher's knowledge about autism was found. The current study supports past research that indicates that experience with children with disabilities may be an important factor prior to teaching children with disabilities.