Autism according to the press and YouTube. What do preservice teachers think?
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Abstract
Autism Spectrum Disorder (ASD) has gained a prominent place in the media, although often through stereotyped portrayals. This study therefore examines how preservice teachers perceive media representations of ASD. A total of 167 student teachers participated, with a mean age of 21.14 years (SD = 3.65), distributed across three groups: first-year students, fourth-year students with training in inclusion, and fourth-year students without such training. Participants evaluated nine newspaper headlines and the titles of three YouTube videos based on their contribution to an appropriate image of autism. Student’s t-tests and ANOVA were calculated to compare evaluations according to media type, content, and academic group. YouTube videos received higher ratings than newspaper headlines. Scientific and awareness-raising messages were rated more positively than sensationalist ones. Likewise, students with inclusion training showed a higher level of critical demand in their assessments. These results indicate a growing sensitivity toward more accurate representations of autism, although difficulties remain in recognizing the value of scientific evidence. They also reinforce the need for more specialized initial teacher training to prepare preservice teachers to address diversity in the classroom.
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