Factors influencing teachers' knowledge of Fragile X syndrome

Students with Fragile X syndrome have intellectual disabilities, ADHD, language difficulties and autistic traits. Therefore, it is expected that the teachers of these students are trained in the characteristics of the syndrome in order to adequately respond to their educational needs. This study aimed to analyze the degree of knowledge that teachers have about this syndrome and their response in the classroom, associating it with different individual variables of the teaching staff. The NECEFORMXF was used as an instrument for collecting information, which includes a test to assess knowledge of the syndrome and its characteristics. 831 teachers from the pre-school, primary and secondary stages of public and subsidized schools participated. A bivariate analysis of the variables grouped according to the result of the knowledge test on the syndrome and an analysis of the association using multivariate logistic regression was performed. 81.1% of the participants did not obtain a knowledge level higher than 5 on fragile X syndrome when taking the knowledge test. Significant differences were found between having or not having previous experience with students with the syndrome. Having received training only in disability intervention strategies decreases the probability of passing the content test. On the other hand, if this training has been simultaneously on disability intervention strategies and Fragile X syndrome, the probability of passing it increases. It is concluded that there is a lack of knowledge about Fragile X syndrome among teachers and it is necessary to review the curricula of teaching degrees and teacher training masters, giving more prominence to subjects related to attention to diversity and inclusion. In addition, carry out continuous training plans that allow the creation of spaces for exchange and learning from inclusion experiences.