Online Training to Reduce Stigma and Improve Knowledge About Autism in Hong Kong Preservice Teachers

• In Event: Autism and Intersectionality: Varying Perspectives in Research

Abstract

Successful inclusion of autistic students in school demands teachers develop adequate understanding and positive attitudes about autism. We investigated the effects of a brief online training on the knowledge and attitudes associated with autism among preservice teachers in Hong Kong (N = 56). Comparisons of pre- and post-tests revealed that participation in the training led to decreased stigma, increased knowledge, and increased inclusive attitudes about autism. Heightened baseline autism stigma was related to lower autism knowledge, heightened social dominance orientation, and reduced appreciation of biodiversity. This study provides evidence that brief training can improve preservice teachers’ conceptions of autism. Further analysis of data collected in Canada will provide insight into teacher training about autism in a cross-cultural context.

Authors

• Gary Lam, The Chinese University of Hong Kong

• Kristen Gillespie-Lynch, College of Staten Island

• Jeffrey W. H. MacCormack, University of Lethbridge