Teachers Perception of Students with Autism Spectrum Disorder in Lagos State Primary Schools

This study examines teachers' perceptions of students with Autism Spectrum Disorder in public primary schools in Lagos State, South West Nigeria. Autism Spectrum Disorder is a neurodevelopmental condition characterised by challenges in social communication, restricted interests, and sensory sensitivities. As awareness of autism grows in Nigeria, understanding teacher perceptions becomes critical for designing inclusive educational environments that meet the needs of autistic learners in mainstream schools. The study adopts a descriptive survey design, involving 200 primary school teachers from ten schools in Surulere and Kosofe Local Government Areas. The Autism Attitude Scale for Teachers and a researcher-developed autism knowledge questionnaire were used as instruments. Data were analysed using descriptive statistics and Pearson correlation. Results indicate that a majority of teachers have low levels of formal autism knowledge, with many relying on lay community narratives rather than clinical understanding. Perceptions were largely sympathetic but frequently tinged with uncertainty about management and instructional responsibilities. Teachers with higher autism knowledge scores held more positive inclusion attitudes. Exposure to autistic pupils in their classrooms was associated with improved practical competence over time. These findings highlight the foundational importance of autism-specific training for mainstream primary teachers. The Lagos State Ministry of Education is advised to develop a targeted autism awareness and inclusion module for all practising primary school teachers and to establish autism resource desks within selected local government education authorities. Keywords: autism spectrum disorder, teacher perceptions, primary school, Lagos State, inclusive education.