Volume/Issue :

Article type :

Case study

Page No :

33-45

Abstract :

Children who are differently abled from diverse contexts experience inequality regarding education, access to health care, social services, and a quality life. This study aimed to address the lack of awareness about autism spectrum disorder (ASD) in rural areas by focusing on a local primary school. Initial surveys revealed that 99% of the teachers at the school had no knowledge about ASD. To address this, an intervention was conducted to educate the teachers about the disorder. Subsequently, some teachers identified children in their classes exhibiting behaviors and symptoms consistent with ASD, leading them to pledge to consult the parents of these children and suggest autism as a possible explanation. The primary goal of this intervention was to create awareness about ASD in rural areas, where knowledge about the disorder is often lacking due to factors such as illiteracy and ignorance. By choosing a local primary school as the focal point, the study aimed to reach a broader audience and foster understanding and support for individuals with ASD in rural communities. The findings of this study underscore the importance of targeted interventions to raise awareness and support for individuals with ASD in underserved areas.”

Keywords :

autism spectrum disorder (ASD), service learning, autism

References :

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Cite as :

Phetha, N. (2023). Enhancing rural teachers' professional development through pre-service teachers' service-learning. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 15(1), 33-45. https://doi.org/10.48127/spvk-epmq/23.15.33