STUDENTS’ PERCEPTIONS OF GENDER ROLE IDENTIFICATION IN CHILDREN WITH ASD: EDUCATIONAL IMPLICATIONS

Abstract

This study examines students' perceptions of gender role identification in children with autism spectrum disorder (ASD) and the socio-demographic factors influencing their views. A structured survey was conducted among university students, and statistical analyses, including Kruskal-Wallis tests, Spearman’s Rank Correlation, and logistic regression, were applied to identify significant patterns. The results indicate that age, parental status, and religious beliefs significantly influence perceptions, whereas gender, political ideology, and academic background show weaker predictive power. Dunn’s post-hoc test confirmed that students with children hold distinct views, while Spearman’s correlation revealed moderate associations between general knowledge of gender identity and ASD-related attitudes. Logistic regression had limited predictive accuracy (46.5%), highlighting the need for additional explanatory variables. The findings suggest that educational curricula should incorporate specialized coursework, experiential learning, and interdisciplinary discussions to improve understanding. Future research should explore the role of direct interactions with neurodiverse individuals in shaping inclusive perspectives.