Yıldırım Hacıibrahımoğlu, BinnurUstaoğlu, Ayşegül2025-03-232025-03-2320191300-28992149-9683https://doi.org/10.17679/inuefd.441184https://search.trdizin.gov.tr/tr/yayin/detay/332518https://hdl.handle.net/11486/3706The aim of this study was to investigate the attitude and knowledge of the early childhood preservice teachers about Autism Spectrum Disorders (ASD). The study was designed as a descriptive study and conducted with 193 preservice teachers from third and fourth grade studying early childhood education. Autism Inclusion Questionnaire developed by Segall in 2008 was used to collect data in the study. The scale consists of two parts as knowledge and attitude dimensions. The part of the scale that was used to measure preservice teachers’ level of knowledge about children with ASD was rated according to the categories \"true, false and I do not know\". The attitude part in the scale is composed of seven point Likert items by expressing according to the participation of the preservice teacher in the opinions stated. Independent samples Ttest was used to determine whether the attitudes and knowledge levels of the preservice teachers differed significantly from the characteristics of the preservice teachers. The results of the study showed that preservice teachers' attitudes towards children with ASD differed based on their background of taking education on autism. Results revealed that preservice teachers' attitudes did not differ in terms of the variables of class level, working with children with ASD, and getting special education course. When the knowledge level of the participants was examined, it was found that preservice teachers have not sufficient knowledge about autism generally. It was found that preservice teachers have especially incorrect knowledge on six items on the knowledge scale.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıEğitimÖzelPsikolojiArticle20249150610.17679/inuefd.441184332518