Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada / Jeffrey MACCORMACK ; Deondre WILLIAMS ; Theresa ANTONY ; Bella KOFNER ; Kristen GILLESPIE-LYNCH in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202651 Titre : Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey MACCORMACK, Auteur ; Deondre WILLIAMS, Auteur ; Theresa ANTONY, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.202651 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Cross-cultural  Stigma  Teacher training  Neurodiversity Index. décimale : PER Périodiques Résumé : Stigma and attitudes toward the inclusion of autistic students have primarily been investigated in Western countries. Little remains known about factors that shape these perspectives about autistic students cross-culturally. Using a cross-cultural sample of pre-service teachers from Hong Kong and Alberta, Canada, we aimed to evaluate if participation in an online autism training is associated with improved autism knowledge, stigma, and attitudes toward inclusion. We also explore cultural factors associated with autism stigma. A total of 55 and 57 pre-service teachers from Canada and Hong Kong, respectively, completed an online training module that included research-based information about autism and neurodiversity. Participants completed measures assessing autism knowledge, stigma, and attitudes toward inclusion before and after the training and answered open-ended questions about their perceptions of autistic people and their families. Results showed that, across countries, participation in training was associated with increased autism knowledge, more positive attitudes toward inclusion, and reduced stigma. In both countries, lower autism stigma was associated with higher autism knowledge, more confidence educating autistic people, heightened appreciation of biodiversity, and lower social dominance orientation. Despite having more prior experience educating autistic people, participants in Hong Kong reported higher autism stigma and exhibited lower autism knowledge than their counterparts in Canada. Compared to Canada, participants in Hong Kong exhibited more misconceptions and stereotypes about autism and described community members as treating autistic people and their families with less respect. Understanding educators' knowledge and attitudes toward autism cross-culturally can inform training needs and approaches that work for specific cultures. En ligne : https://doi.org/10.1016/j.reia.2025.202651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada [Texte imprimé et/ou numérique] / Jeffrey MACCORMACK, Auteur ; Deondre WILLIAMS, Auteur ; Theresa ANTONY, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.202651. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202651 Mots-clés : Autism  Inclusion  Cross-cultural  Stigma  Teacher training  Neurodiversity Index. décimale : PER Périodiques Résumé : Stigma and attitudes toward the inclusion of autistic students have primarily been investigated in Western countries. Little remains known about factors that shape these perspectives about autistic students cross-culturally. Using a cross-cultural sample of pre-service teachers from Hong Kong and Alberta, Canada, we aimed to evaluate if participation in an online autism training is associated with improved autism knowledge, stigma, and attitudes toward inclusion. We also explore cultural factors associated with autism stigma. A total of 55 and 57 pre-service teachers from Canada and Hong Kong, respectively, completed an online training module that included research-based information about autism and neurodiversity. Participants completed measures assessing autism knowledge, stigma, and attitudes toward inclusion before and after the training and answered open-ended questions about their perceptions of autistic people and their families. Results showed that, across countries, participation in training was associated with increased autism knowledge, more positive attitudes toward inclusion, and reduced stigma. In both countries, lower autism stigma was associated with higher autism knowledge, more confidence educating autistic people, heightened appreciation of biodiversity, and lower social dominance orientation. Despite having more prior experience educating autistic people, participants in Hong Kong reported higher autism stigma and exhibited lower autism knowledge than their counterparts in Canada. Compared to Canada, participants in Hong Kong exhibited more misconceptions and stereotypes about autism and described community members as treating autistic people and their families with less respect. Understanding educators' knowledge and attitudes toward autism cross-culturally can inform training needs and approaches that work for specific cultures. En ligne : https://doi.org/10.1016/j.reia.2025.202651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

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