Background: Autism spectrum disorders (ASD) are becoming the fastest growing developmental disabilities with 1 out of every 150 births being diagnosed as having one of these disorders. Autism is a developmental disorder which affects a growing number of children worldwide. Limited research exists on what preservice teachers know and believe about children with ASD and their inclusion in general education classrooms, especially in early childhood education. The objective of this study was to assess the pre-service special educator’s knowledge towards children with Autism Spectrum Disorders.

Methodology: In this study, knowledge of 20 preservice teachers at a large public sector university of Karachi was surveyed using a questionnaire about knowledge of ASD. It was also investigated the extent to which preservice teacher variables (e.g. age, degree, experience) influence their knowledge towards ASD. Collected data were analyzed using Statistical Package for Social Sciences (SPSS-21) program.

Results: Results indicated that the pre-service teachers' knowledge was found to be influenced by their age, academic year and plan to teach autistic children in future. Out of 20 respondents majority (60%) have plan to teach after completing degree. About 60% respondents agree regarding behavior therapy is an intervention most likely to be effective for children with ASDs. Approximately 65% respondents agree that the cause of ASDs is unknown and it mainly occurs in childhood. The core deficits in ASDs are impaired social understanding, language abnormalities, and impaired sensory functioning agreed by 60 % of respondents.   While 70% agreed that ASD is developmental disorder, 20 % neurological disorder & 10% Genetics Disorder.

Conclusion: This study has also shown a relationship between demographic variables and knowledge towards ASDs. These factors combined help to provide direction for teacher education

Key words: Autism spectrum disorders, Pre-service teacher, Autism, Special Education Student