Autism Spectrum Disorder Awareness and Identification: Insights from Kwame Nkrumah University Educators, Zambia

This study investigates the awareness and identification strategies for Autism Spectrum Disorder (ASD) among educators at Kwame Nkrumah University in Zambia. As global diagnosis rates for ASD continue to rise, understanding the perceptions and identification capabilities of educational professionals has become increasingly vital. The research employed a survey-based methodology, using a structured questionnaire distributed via Google Forms to collect data from a sample of 80 university educators, selected via stratified random sampling to ensure representation across various faculties. The target population consisted of full-time academic staff, including lecturers and doctors, who are directly involved in teaching and mentoring students. The data collection instrument consisted of a comprehensive survey designed to assess the educators' knowledge, attitudes, and practices related to ASD. The survey included both closed-ended and open-ended questions to capture quantitative and qualitative insights. Data analysis was conducted using descriptive statistics to summarize the educators' responses, alongside thematic analysis for qualitative data to identify common challenges and opportunities for enhancing ASD-related training. Findings reveal that while a majority of educators possess a foundational understanding of ASD, significant gaps exist in specialized knowledge and identification skills. These findings underscore the critical need for targeted professional development initiatives aimed at equipping educators with the necessary tools to support students with ASD effectively. This study contributes valuable insights into the current state of ASD awareness in higher education, highlighting implications for policy development and educator training programs that seek to foster inclusive learning environments for all students.