Final-year students in the education field or pre-service teachers must undergo practicum training to meet their graduation requirements. These teachers must also have a good level of knowledge before undergoing practical training to be able to conduct effective teaching. Therefore, this study intends to identify the level of knowledge of final-year students in the Special Education course on autism before starting the practicum training. This study also examined two main objectives: i) to measure the level of knowledge of final year students in Bachelor of Education with Honors (Special Education) on autism, and ii) to identify appropriate methods to enhance their knowledge of autism. This study was conducted quantitatively using questionnaires distributed online to 35 final-year students at selected universities. The findings of this study were analyzed using descriptive analysis based on frequency and percentage. The results showed that the level of knowledge among the final-year students was at a relatively good level for basic characteristics. There were still some confusion and misunderstanding about the specific characteristics of autism. In addition, among the appropriate measures to assist final-year students to improve their knowledge is the provision of more effective teaching content and experiential training by the university. Moreover, final-year students should intensify their own efforts to increase their knowledge of autism.
Al-Hiary, G. M., & Migdady, Y. M. (2019). Pre-service special education teachers’ knowledge about autism. New Educational Review, 55(1), 277–289. https://doi.org/10.15804/tner.2019.55.1.23
Barmore, J. (2017). Pre-Service Teacher Education?: Connecting Teaching Principles to Teaching Practice.
Blackwell, W. H., Sheppard, M. E., Lehr, D., & Huang, S. (2017). Examining Pre-Service Teacher Candidates’ Sources and Levels of Knowledge about Autism Spectrum Disorders. Journal of Human Services: Training, Research, and Practice, 2(2).Retrievedfrom http://scholarworks.sfasu.edu/jhstrpAvailableat:http://scholarworks.sfasu.edu/jhstrp/vol2/iss2/4
Dejene, W., Bishaw, A., & Dagnew, A. (2018). Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1502396
Elvam, M. O. A. P. P. A. S., & Oran, H. A. T. (2021). Persepsi Guru Terhadap Penggunaan Gajet Dan Hubungannya Dengan Perkembangan Murid Autisme Di Sekolah Rendah Daerah Gombak , Selangor Teachers ’ Perception O N Students With Autisms ’ Use of Gadgets and Its Relationship With Their Development in Primary Sc. 1(2), 115–129.
Flores, M. A., Santos, P., Fernandes, S., & Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16(2), 39–53. https://doi.org/10.2478/jtes-2014-0010
Hauber, J. A., Mehta, S. S., & Combes, B. (2015). The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas. The Journal of Special Education Apprenticeship, 4(2), 2.
Icse, S. S. E. N. (2017). CHALLENGES OF NOVICE SPECIAL EDUCATION TEACHERSIN THE FIRST YEAR OF TEACHING Dr . Chua Lee Chuan Institute of Teacher Education ( Batu Lintang Campus ) ABSTRACT?: Teaching special needs children is inherently a difficult job . Studies have found that spe. 272–278.
Khoo, D. (2015). Apakah Itu Autisma? – Dr Nazariah Aiza Harun. The Malaysian Medical Gazette. https://www.mmgazette.com/apakah-itu-autisma-dr-nazariah-aiza- harun/
Koegel, L. K., Singh, A. K., & Koegel, R. L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 40(9), 1057– 1066. https://doi.org/10.1007/s10803-010-0962-6
Legnon, J. (2015). Pre-service teachers’ theory to practice of inclusion with children with autism spectrum disorder. Shareok.org. https://doi.org/http://hdl.handle.net/11244/15258
Marziah, Z. S., & Shahirah, M. T. (2018). The Challenges Of Nurturing Autistic Children From The Mother’s Perspective (Cabaran Membesarkan Anak-Anak Autisme Daripada Perspektif Ibu). Jurnal Psikologi Malaysia, 32(1), 58–71.
Mohamad, R. (2018). Bayan Linnas Siri Ke - 150 : Fiqh Dan Penyelesaian Isu Autisme. Pejabat Mufti Wilayah Persekutuan. https://muftiwp.gov.my/artikel/bayan-linnas/2642-bayan-linnas-siri-ke-150-fiqh-dan- penyelesaian-isu-autisme-2
Mohhnor, M., Shariff, M., & Suliana, E. (2017). Prestasi kemahiran motor halus dan motor kasar kanak-kanak masalah pembelajaran menggunakan instrumen Movement Assessment Battery For Children (MABC). … Motor Halus Dan Motor Kasar ….Retrieved from http://eprints.utm.my/10793/
Muhammad, H. M. S., & Nurul, A. J. (2019). Cabaran ibu bapa bersama kanak-kanak kecelaruan spektrum autisme (ASD): Tinjauan literatur. Jurnal Sains Sosial, 4(1), 33–43.
Ryan, T. G., Young, D. C., & Kraglund-Gauthier, W. L. (2017). Action research within pre- service teacher education. Transformative Dialogues: Teaching & Learning Journal, 10(3), 1–18.
Saiful, A. K. A., & Aliza, A. (2015). Tahap Kemahiran Sosial Murid-murid Autisme di Program Pendidikan Khas Integrasi Bermasalah Pembelajaran. UTHM Conference Portal, Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan Universiti Awam Malaysia 2015, (September 2015), 129–135. https://doi.org/10.13140/RG.2.2.31418.13762
Siti, A. H., & Yusmini, M. Y. (2019). Pembangunan Fizikal Kanak-Kanak Autistik menurut Pendekatan Ilmu Islam dan Barat. Journal of Quran Sunnah Education & Special Needs, 3(December), 1–8.
Syakimah, W. (2016). Interaksi Dengan Anak Autisme - PORTAL MyHEALTH. PORTAL MyHEALTH. http://www.myhealth.gov.my/interaksi-dengan-anak-autisme/
Toran, H., Westover, J. M., Sazlina, K., Suziyani, M., & Mohd Hanafi, M. Y. (2016). The preparation, knowledge and self reported competency of special education teachers regarding students with autism. Pertanika Journal of Social Sciences and Humanities, 24(1), 185–196.
Sanz-Cervera, P., Fernández-Andrés, M. I., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2017). Pre-service teachers’ knowledge, misconceptions and gaps about autism spectrum disorder. Teacher Education and Special Education, 40(3), 212–224. https://doi.org/10.1177/0888406417700963
Sulistyo, M., Choiri, A. S., & Hidayatulloh, F. (2017). European Journal of Special Education Research DECREASING TANTRUM OF CHILD WITH AUTISM USING BRAIN
GYM. European Journal of Special Education Research, 2(2), 61–72. https://doi.org/10.5281/zenodo.242907
Hauber, J. A., Mehta, S. S., & Combes, B. (2015). The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas. The Journal of Special Education Apprenticeship, 4(2), 2.
Zuliza, M. K. Z., Samuri, M. A., Manisah, M. A., & Fariza, M. S. 2020). Intervensi Individu Dengan Autisme Berkaitan Tingkah Laku Seksual. MANU Jurnal Pusat Penataran Ilmu Dan Bahasa (PPIB), 31(1), 121–137. https://doi.org/10.51200/manu.vi.2156
Zainun, Z., Masnan, A. H., Jupari@Jupry, A. N., Aspani, S. A., Hassan, N. A., & Zawawi, Z. (2019). Pengetahuan , sikap dan persepsi masyarakat tentang kanak-kanak autism spectrum disorder ( ASD ) Knowledge , Attitude and Social Perception of Autism Spectrum Disorder ( ASD ). Southeast Asia Early Childhood, 8 (1)(December), 19–29.
