ZNANJE I STIGMA O POREMEĆAJU IZ SPEKTRA AUTIZMA KOD PROFESIONALACA U OBRAZOVNOM SISTEMU
Originalni naučni rad
Ključne reči:
poremećaj iz spektra autizma, znanje o autizmu, društvena stigma, stavovi, nastavnici, inkluzivno obrazovanje
Apstrakt
S obzirom na sve veću zastupljenost učenika sa poremećajima iz spektra autizma u redovnim školama, razumevanje znanja o specifičnostima ovog stanja i adekvatnim pristupima u radu sa ovom populacijom, kao i prisutnosti stigmatizacije među nastavnicima postaje ključno za uspešnost njihove inkluzije. Cilj ovog istraživanja bio je ispitati znanje o poremećaju iz spektra autizma i stigmu prema ovom poremećaju kod nastavnika u obrazovnom sistemu, kao i međusobnu povezanost ovih varijabli. Istraživanje je obuhvatilo 155 učesnika istraživanja/nastavnika razredne i predmetne nastave u osnovnim školama, koji su popunjavali opšti upitnik i Upitnik za stigmu i znanje o autizmu (ASK-Q). Rezultati su pokazali da većina učesnika istraživanja ima adekvatno ukupno znanje o premećaju iz spektra autizma (96,13%) i nizak nivo stigmatizacije. Nastavnici koji poznaju osobu sa poremećajem iz spektra autizma ili imaju iskustvo rada sa ovom populacijom pokazali su statistički značajno bolje rezultate u znanju i manje stigmatizujuće stavove. Nisu utvrđene značajne razlike u znanju u zavisnosti od dužine radnog staža ili tipa nastave (razredna/predmetna). Analizom je ustanovljena pozitivna korelacija između nivoa znanja i smanjene stigme. Rezultati ukazuju na potrebu za kontinuiranom edukacijom nastavnika o dijagnozi i karakteristikama osoba sa premećajem iz spektra autizma, kao i na važnost podrške u stvaranju inkluzivnih obrazovnih uslova koji odgovaraju individualnim potrebama učenika sa poremećajem iz spektra autizma.
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Durand-Zaleski, I., Scott, J., Rouillon, F., & Leboyer, M. (2012). A first national survey of knowledge,
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Folostina, R., Dumitru, C., Iacob, C. I., & Syriopoulou-Delli, C. K. (2022). Mapping knowledge and
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Gomes-Mari, I., Sanz- Cervera, P., & Tarraga- Mingguez, R. (2021). Teachers’ knowledge regarding
autism spectrum disorder (ASD): A systematic review. Sustainability, 13(9)
Harrison, A. J. (2024). Assessing autism knowledge across the global landscape using the ASK-
Q. Journal of Autism and Developmental Disorders, 54(5), 1897–1911.
Harrison, A. J., Bradshaw, L. P., Naqvi, N. C., Paff, M. L., & Campbell, J. M. (2017). Development and
psychometric evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q). Journal
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017-3242-x
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autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts. Research in Autism
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Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social
inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4),
250–270. https://doi.org/10.1080/00461520.2019.1655645
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autism. PloS One, 14(7), e0220197. https://doi.org/10.1371/journal.pone.0220197
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among teachers in Luang Prabang, Lao PDR. Research in Autism Spectrum
Disorders, 80(101694), 101694. https://doi.org/10.1016/j.rasd.2020.101694
Mendoza, M., & Heymann, J. (2024). Implementation of inclusive education: A systematic review of
studies of inclusive education interventions in low-and lower-middle-income
countries. International Journal of Disability, Development and Education, 71(3), 299-316.
Milačić-Vidojević, I., & Glumbić, N. (2010). Stigma prema osobama sa mentalnom bolešću. Specijalna
edukacija i rehabilitacija. Beograd, 16(2), 419–430
Obeid, R., Daou, N., DeNigris, D., Shane-Simpson, C., Brooks, P. J., & Gillespie-Lynch, K. (2015). A
cross-cultural comparison of knowledge and stigma associated with autism spectrum disorder among college students in Lebanon and the United States. Journal of Autism and Developmental
Disorders, 45(11), 3520–3536. https://doi.org/10.1007/s10803-015-2499-1
Odom, S. L., Sam, A. M., Tomaszewski, B., & Cox, A. W. (2022). Quality of educational programs for
elementary school-age students with autism. American Journal on Intellectual and
Developmental Disabilities, 127(1), 29–41. https://doi.org/10.1352/1944-7558-127.1.29
Quinn, D. M., & Kim, J. S. (2018). Experimental effects of program management approach on teachers’
professional ties and social capital. Educational Evaluation and Policy Analysis, 40(2), 196–218.
https://doi.org/10.3102/0162373717742198
Roberts, J. M. A. 2015. “Autism and Education in Australia.” Australian Clinical Psychologist 1 (2):
21–25.
Roberts, J., and K. Simpson. 2016. “A Review of Research into Stakeholder Perspectives on Inclusion
of Students with Autism in Mainstream Schools.” International Journal of Inclusive Education
20 (10): 1084–1096. doi:10.1080/13603116.2016.1145267.
Russell, A., Scriney, A., & Smyth, S. (2023). Educator attitudes towards the inclusion of students with
autism spectrum disorders in mainstream education: A systematic review. Review Journal of
Autism and Developmental Disorders, 10, 477–491. https://doi.org/10.1007/s40489022-00303-
z
Santti, J., & Salminen, J. (2015). Development of teacher education in Finland 1945-2015. Hungarian
Educational Research Journal, 5(3), 1–18
Savolainen, H. (2009). Responding to diversity and striving for excellence: An analysis of international
comparison of learning outcomes with a particular focus in Finland (C. Acedo, M. Amadio, &
R. Opertti, Eds.).
Vican, D., & Brčić, K. (2013). Obrazovna inkluzija u kontekstu svjetskih i nacionalnih obrazovnih
politika-s osvrtom na hrvatsku obrazovnu stvarnost. Život i škola: časopis za teoriju i praksu
odgoja i obrazovanja. 59, 48–65.
Vincent, J., & Ralston, K. (2019). Trainee teachers’ knowledge of autism: implications for understanding
and inclusive practice. Oxford Review of Education, 1–20.
https://doi.org/10.1080/03054985.2019.1645651
Williams, K, and J Roberts. 2018. Understanding autism: The essential guide for parents. Vol. 3. Exisle
Publishing.
Younes, S., Mourad, N., Haddad, C., Saadeh, D., Sacre, H., Malhab, S. B., Mayta, S., Hamzeh, N.,
Salloum, Y., Rahal, M., & Salameh, P. (2025). A cross-sectional study of public knowledge and
stigma towards autism spectrum disorder in Lebanon. Scientific Reports, 15(1), 11680.
https://doi.org/10.1038/s41598-025-96858-y
(2013). American Psychiatric Association.
Baglieri, S., & Shapiro, A. (2012). Disability studies and the inclusive classroom: Critical practices for
creating least restrictive attitudes. New York, NY: Routledge.
Berjot, S., & Gillet, N. (2011). Stress and coping with discrimination and stigmatization. Frontiers in
Psychology, 2, 33. https://doi.org/10.3389/fpsyg.2011.00033
Blackwell Ph D, W. H., Sheppard, M. E., Lehr, D., & Huang, S. (2017). Examining pre-service teacher
candidates’ sources and levels of knowledge about autism spectrum disorders. Journal of Human
Services: Training, Research, and Practice, 2(2), 4.
Booth, T., & Ainscow, M. (2000). Index for Inclusion: Developing Learning and Participation in
Schools. Bristol: Centre for Studies on Inclusive Education.
Bujas, P. (2000). Autizam i autizmu slična stanja (pervazivni razvojni poremećaji). Pediatria
Croatica, 44, 217–219.
Cappadocia, M. C., Weiss, J. A., & Pepler, D. (2012). Bullying experiences among children and youth
with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(2), 266–
277. https://doi.org/10.1007/s10803-011-1241-x
Corrigan, P. W., Rafacz, J., & Rüsch, N. (2011). Examining a progressive model of self-stigma and its
impact on people with serious mental illness. Psychiatry Research, 189(3), 339–343.
https://doi.org/10.1016/j.psychres.2011.05.024
Donohue, D. K., & Bornman, J. (2015). South African teachers’ attitudes toward the inclusion of learners
with different abilities in mainstream classrooms. International Journal of Disability,
Development, and Education, 62(1), 42–59. https://doi.org/10.1080/1034912x.2014.985638
Durand-Zaleski, I., Scott, J., Rouillon, F., & Leboyer, M. (2012). A first national survey of knowledge,
attitudes and behaviours towards schizophrenia, bipolar disorders and autism in France. BMC
Psychiatry, 12(1), 128. https://doi.org/10.1186/1471-244X-12-128
Folostina, R., Dumitru, C., Iacob, C. I., & Syriopoulou-Delli, C. K. (2022). Mapping knowledge and
training needs in teachers working with students with autism spectrum disorder: A comparative
cross-sectional investigation. Sustainability, 14(5), 2986.
Gomes-Mari, I., Sanz- Cervera, P., & Tarraga- Mingguez, R. (2021). Teachers’ knowledge regarding
autism spectrum disorder (ASD): A systematic review. Sustainability, 13(9)
Harrison, A. J. (2024). Assessing autism knowledge across the global landscape using the ASK-
Q. Journal of Autism and Developmental Disorders, 54(5), 1897–1911.
Harrison, A. J., Bradshaw, L. P., Naqvi, N. C., Paff, M. L., & Campbell, J. M. (2017). Development and
psychometric evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q). Journal
of Autism and Developmental Disorders, 47(10), 3281–3295. https://doi.org/10.1007/s10803-
017-3242-x
Harrison, Ashley J., Paff, M. L., & Kaff, M. S. (2019). Examining the psychometric properties of the
autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts. Research in Autism
Spectrum Disorders, 57, 28–34. https://doi.org/10.1016/j.rasd.2018.10.002
Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social
inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4),
250–270. https://doi.org/10.1080/00461520.2019.1655645
Kuzminski, R., Netto, J., Wilson, J., Falkmer, T., Chamberlain, A., & Falkmer, M. (2019). Linking
knowledge and attitudes: Determining neurotypical knowledge about and attitudes towards
autism. PloS One, 14(7), e0220197. https://doi.org/10.1371/journal.pone.0220197
Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum
disorder. Lancet, 392, 508–520.
Low, H. M., Wong, T. P., Lee, L. W., Makesavanh, S., Vongsouangtham, B., Phannalath, V., San, S.,
Che Ahmad, A., & Lee, A. S. S. (2021). A grassroots investigation of ASD knowledge and stigma
among teachers in Luang Prabang, Lao PDR. Research in Autism Spectrum
Disorders, 80(101694), 101694. https://doi.org/10.1016/j.rasd.2020.101694
Mendoza, M., & Heymann, J. (2024). Implementation of inclusive education: A systematic review of
studies of inclusive education interventions in low-and lower-middle-income
countries. International Journal of Disability, Development and Education, 71(3), 299-316.
Milačić-Vidojević, I., & Glumbić, N. (2010). Stigma prema osobama sa mentalnom bolešću. Specijalna
edukacija i rehabilitacija. Beograd, 16(2), 419–430
Obeid, R., Daou, N., DeNigris, D., Shane-Simpson, C., Brooks, P. J., & Gillespie-Lynch, K. (2015). A
cross-cultural comparison of knowledge and stigma associated with autism spectrum disorder among college students in Lebanon and the United States. Journal of Autism and Developmental
Disorders, 45(11), 3520–3536. https://doi.org/10.1007/s10803-015-2499-1
Odom, S. L., Sam, A. M., Tomaszewski, B., & Cox, A. W. (2022). Quality of educational programs for
elementary school-age students with autism. American Journal on Intellectual and
Developmental Disabilities, 127(1), 29–41. https://doi.org/10.1352/1944-7558-127.1.29
Quinn, D. M., & Kim, J. S. (2018). Experimental effects of program management approach on teachers’
professional ties and social capital. Educational Evaluation and Policy Analysis, 40(2), 196–218.
https://doi.org/10.3102/0162373717742198
Roberts, J. M. A. 2015. “Autism and Education in Australia.” Australian Clinical Psychologist 1 (2):
21–25.
Roberts, J., and K. Simpson. 2016. “A Review of Research into Stakeholder Perspectives on Inclusion
of Students with Autism in Mainstream Schools.” International Journal of Inclusive Education
20 (10): 1084–1096. doi:10.1080/13603116.2016.1145267.
Russell, A., Scriney, A., & Smyth, S. (2023). Educator attitudes towards the inclusion of students with
autism spectrum disorders in mainstream education: A systematic review. Review Journal of
Autism and Developmental Disorders, 10, 477–491. https://doi.org/10.1007/s40489022-00303-
z
Santti, J., & Salminen, J. (2015). Development of teacher education in Finland 1945-2015. Hungarian
Educational Research Journal, 5(3), 1–18
Savolainen, H. (2009). Responding to diversity and striving for excellence: An analysis of international
comparison of learning outcomes with a particular focus in Finland (C. Acedo, M. Amadio, &
R. Opertti, Eds.).
Vican, D., & Brčić, K. (2013). Obrazovna inkluzija u kontekstu svjetskih i nacionalnih obrazovnih
politika-s osvrtom na hrvatsku obrazovnu stvarnost. Život i škola: časopis za teoriju i praksu
odgoja i obrazovanja. 59, 48–65.
Vincent, J., & Ralston, K. (2019). Trainee teachers’ knowledge of autism: implications for understanding
and inclusive practice. Oxford Review of Education, 1–20.
https://doi.org/10.1080/03054985.2019.1645651
Williams, K, and J Roberts. 2018. Understanding autism: The essential guide for parents. Vol. 3. Exisle
Publishing.
Younes, S., Mourad, N., Haddad, C., Saadeh, D., Sacre, H., Malhab, S. B., Mayta, S., Hamzeh, N.,
Salloum, Y., Rahal, M., & Salameh, P. (2025). A cross-sectional study of public knowledge and
stigma towards autism spectrum disorder in Lebanon. Scientific Reports, 15(1), 11680.
https://doi.org/10.1038/s41598-025-96858-y
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