The Knowledge Level of Remedial Teachers about Autism

Abstract

Remedial teachers need to have knowledge and expertise about students with autism to enable them to learn effectively, just like other students. This study aims to evaluate the level of teachers' knowledge about students with autism. It also examines how teaching experience and education levels of remedial teachers influence their knowledge about autism. A quantitative survey method was conducted involving 48 remedial teachers in the Sepang district. Data collection was carried out using questionnaires with a 5-point Likert scale. The collected data was analyzed using the Statistical Package for the Social Sciences (SPSS) software (Version 27). The instrument used was tested with Pearson Correlation analysis, and the Cronbach's Alpha coefficient was 0.73. The findings revealed that the level of remedial teachers' knowledge about students with autism is high. This indicates that these teachers have a deep understanding and the ability to identify and apply appropriate strategies in educating students with autism. Therefore, the professionalism of remedial teachers must be strengthened through continuous training and support programs to ensure their knowledge and skills remain relevant and capable of meeting the increasingly complex educational needs of students with autism.