Measuring Teachers’ Knowledge and Skills in Identification of Children with Autism in Elementary Schools

Abstract

The ability of teachers to identify autistic children in schools is very important. The purpose of this study was to describe the implementation of the Identification of Autistic Children (Indonesia: IDAS) carried out by teachers in elementary schools, which included: 1) teacher understanding of identification 2) implementation of identification, 3) involvement of experts and parents in the identification process, 4) support from the Central Government and City District, and 5) the challenges faced by teachers in identifying autistic children. This study uses a descriptive qualitative approach. Respondents in this study were 131 elementary school teachers. The data were analyzed by grouping the data, presenting the data in the form of tables/graphs in the form of percentages and analyzed using qualitative descriptive. The results showed that 77% of teachers did not understand the identification of autistic children, 83% of teachers lacked the ability to identify autistic children, 78% involved psychologists, doctors and therapists in the identification process, and 59% of schools are less in involving parents in the identification process of autistic children. The support from the City District Education Office and the Ministry of Education, Culture, Research and Technology is still very lacking. Teachers need the availability of instruments and training to identify autistic children.