| Title: |
Debunking Neuromyths: Pre-Service Teachers' Insights on Autism Spectrum Disorder |
| Language: |
English |
| Authors: |
Irene Lacruz-Pérez (ORCID 0000-0003-1560-1952); Gemma Pastor-Cerezuela (ORCID 0000-0002-4992-4701); Carlos Caurín-Alonso (ORCID 0000-0001-5233-8888); Antonio José Morales-Hernández (ORCID 0000-0002-7736-0827); Raúl Tárraga-Mínguez (ORCID 0000-0002-4458-5763) |
| Source: |
Journal of Research in Special Educational Needs. 2025 25(2):403-415. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Education; Early Childhood Education |
| Descriptors: |
Misconceptions; Neurodevelopmental Disorders; Autism Spectrum Disorders; Inclusion; Incidence; Preservice Teachers; Student Attitudes; Preservice Teacher Education; Knowledge Level; Special Education Teachers; Instructional Program Divisions; Health; Competence; Foreign Countries; Elementary School Teachers; Early Childhood Teachers |
| Geographic Terms: |
Spain (Valencia) |
| DOI: |
10.1111/1471-3802.12733 |
| ISSN: |
1471-3802 |
| Abstract: |
Teachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre-service teachers; and to assess the possible contribution of university training to constructing accurate knowledge about autism. This prevalence was compared in three groups of pre-service teachers: 1st-year students, 4th-year students who will be regular teachers and 4th-year students training to be special education specialists. Additionally, it was proposed to identify the topic with the most myths (health or emotional competences) and the most frequent myths. A validated instrument was completed by 167 pre-service teachers. Overall, the 4th-year specialist group had more correct answers and fewer doubts that the 4th-year regular group, which had more correct answers than the 1st-year group. The prevalence of errors was not statistically different among the three groups. Moreover, participants answered more questions and made more errors about emotional competences in autism than about health. Among the most frequent myths are those concerning empathy or the cause of ASD. Based on these results, some implications for pre-service teacher education are discussed. |
| Abstractor: |
As Provided |
| Notes: |
https://doi.org/10.5281/zenodo.13980942 |
| Entry Date: |
2025 |
| Accession Number: |
EJ1466534 |
| Database: |
ERIC |