The complex nature of autism gives rise to a range of professional perspectives. It can therefore be a challenge to examine the understanding about autism among various groups of professionals who are working in supporting children with autism and their families across a very diverse spectrum. There is a necessity for multidisciplinary work in diagnosing, understanding and making effective provision for children with autism (Jordan, 2001). For this to become practice, disciplines in the diagnosis, treatment and education of children with autism should share a common undestranding and a common language of autism.
Objectives:
The present study was designed to investigate the knowledge and views about autism that mental health professionals (psychologists, speech therapists and occupational therapists), and education professionals (inclusive class teachers and special school teachers) hold in Greece.
Methods:
A self-report questionnaire was constructed, consisting of professionals’ reports on the following issues: nature, etiology and treatment of autism, education and inclusive education for children with autism. The questionnaire was developed by drawing statements from a variety of professional autism resources (e.g. comprehensive literature review, DSM-IV, 1994, and the Public Laws about Special Education in Greece). Questionnaire completion was anonymous and participants (n=138) were asked to state their view along a five-point likert type scale (from 1= strongly disagree to 5= strongly agree). Professionals used in the current study included psychologists (n = 59), speech therapists (n=18), occupational therapists (n=15), inclusive class teachers (n=18) and special school teachers (n=28). For the purpose of analysis, psychologists, speech therapists and occupational therapists were grouped as mental health professionals (n=92).
Results:
Results showed that the responses among all professionals did not vary greatly regarding issues such as nature, etiology and treatment of autism. The Mann-Whitney statistical test was used to make comparisons between groups and main significant differences were found a) between mental health professionals and special school teachers in statements related to education and b) between mental health professionals and inclusive class teachers in statements related to inclusive education for children with autism.
Conclusions:
The results of the present study provide evidence that views about autism have changed regarding the nature and aetiology compared to previous studies (Stone, 1987; Heidgerken, Geffken, Modi & Frakey, 2005) and that professionals in Greece are acquainted with the changing views of autism in the scientific world. Certainly, awareness has improved considerably the last decade and professionals have gained in knowledge about autism. However, for collaboration to be increased and to be effective among mental health and education professionals, there is a great need for a common view of how to support children with autism. Mental health professionals and education professionals in Greece are involved in training and applying intervention programms to children with autism and therefore their knowldge and views of autism have a significant and immediate impact on their practices. Furthermore, in order children with autism to get the most effective support, professionals across disciplines should share the same views so that information towards parents is consistent and not conflicting.
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