A Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge Regarding Autism among School Teachers in Selected Schools in View to Develop an Information Booklet

Autism is a neurodevelopmental disorder characterized by impairments in social interaction, communication difficulties, and restricted, repetitive patterns of behavior. The increasing prevalence of autism spectrum disorder (ASD) has created a growing need for awareness and understanding among school teachers, who are often the first professionals to observe developmental differences in children. Adequate knowledge among teachers is essential for early identification, timely intervention, and the implementation of appropriate educational strategies. However, studies have shown that many teachers lack sufficient knowledge regarding autism.

The present study was conducted to evaluate the effectiveness of a structured teaching programme on knowledge regarding autism among school teachers in selected schools, with a view to developing an information booklet. The objectives of the study were to assess the pre-test level of knowledge, implement the structured teaching programme, evaluate its effectiveness through post-test assessment, and develop an informative booklet based on the findings.

A quantitative research approach with a pre-experimental one-group pre-test and post-test design was adopted. The study was conducted among school teachers selected through a convenient sampling technique. A structured knowledge questionnaire was used as the data collection tool to assess teachers’ knowledge before and after the intervention. The structured teaching programme covered various aspects of autism, including definition, causes, risk factors, clinical features, diagnosis, management, and classroom strategies for children with autism.

The collected data were analyzed using descriptive and inferential statistics. The results revealed that the majority of teachers had inadequate to moderate knowledge in the pre-test, whereas post-test scores showed a significant improvement in knowledge levels after the implementation of the structured teaching programme. The findings indicated that the structured teaching programme was highly effective in enhancing teachers’ knowledge regarding autism.

The study concludes that structured educational interventions can significantly improve awareness and understanding of autism among school teachers. It emphasizes the importance of incorporating regular training programmes in schools to equip teachers with the necessary skills and knowledge to support children with autism effectively. Based on the findings, an information booklet was developed to provide a simple, practical, and accessible resource for teachers, aiming to promote early identification and better classroom management of children with autism.