Incidence of Autistic Characteristics, Teachers Training, and Perceived Self-efficacy for Providing Early Intervention for Children with Autism Characteristics

Chikodi Joy Anyanwu, Theresa Edirin Atakpo, Uchechi Ihem-Chijioke

Abstract


The incidence of autism characteristics is on the increase. Teachers’ level of self-efficacy and preparedness for providing appropriate education has the potential to improve inclusive education services for children with autism characteristics. The main thrust of the study was to determine incidence of autism characteristics, teachers perceived preparedness and teacher’s self-efficacy in providing early intervention services for children with autism spectrum disorders (ASD) characteristics in Delta and Imo States. The study used a quantitative survey design. Questionnaire was used to collect data from 38 teachers drawn from two tertiary institutions-based staff demonstration schools. Data was analysed using descriptive and inferential statistics The result indicated that that there is high incidence of autistic characteristics in the classrooms. Teachers training and class taught have more impact on levels of self-efficacy in providing early intervention services for children with ASD but 60.53% of the respondent reported not having received any training on early intervention for children with autism characteristics. The study contributes to knowledge on the need to train all regular teachers on how to provide early intervention for children with autistic characteristics. Type of training a teacher received impacts on their self-efficacy for service delivery in related areas. Based on the findings of the study.  it is recommended that early childhood education teachers should be retrained on.


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