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Abstract

The interaction betWeen parents of children With ASD and education professionals is a critical issue, due to increasing prevalence rates, increasing litigation, and legal mandates of the 1997 amendments to the Individuals With Disabilities Education Act, Which require parental involvement in the education of children With disabilities. The purpose of this study Was to investigate the perceptions of parents of young children With autism spectrum disorder regarding their experiences, roles, and relationships With education professionals. Purposive sampling Was used to identify participants. Data Were collected through multiple intervieWs, observations, and documentation. A cross-case analysis method Was used to analyze the data. Findings Were confirmed using methods of triangulation, respondent validation, and member checking. The findings indicated that the interaction betWeen parents and education professionals is a dynamic and complex process. Three major themes emerged: (a) the important influences on parent perceptions, (b) common experiences that either reduced or enhanced parental trust, and (c) parental roles that Were exhibited during parent interaction With education professionals. This article specifically focuses on the first tWo themes because they are of prime importance to the development of parent-friendly strategies.

Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

“…There have been relatively few in-depth qualitative studies focused specifically on parental perceptions and experiences of supporting their children's education in mainstream school (Lilley, 2012;McDonald, 2010;Stoner et al, 2005). However, the few that have been conducted provide further insight into the nature of parents' involvement in the education of their children with ASD and the impacts on parents' lives.…”

“…The body of research on students with ASD in mainstream schools is diverse in terms of country of origin, the focus and the methodologies used. The majority of the literature originated from northern Europe, particularly the United Kingdom (Barnard et al, 2000;Batten et al, 2006;Connor, 2000;Parsons, Lewis & Ellins, 2009;Reid, 2011;Renty & Roeyers, 2006;Stewart, 2012;Tissot & Evans, 2006;Tobias, 2009;Waddington & Reed, 2006;Watson, 2009;Whitaker, 2007;Wittemeyer et al, 2011) Kasari et al, 1999;Scuitto, Richwine, Mentrikoski & Niedzwiecki, 2012;Stoner et al, 2005;Stoner & Angell, 2006), Canada (Brewin et al, 2008;Penney, 2013;Starr et al, 2001;Starr et al, 2006;Starr & Foy, 2010), Australia (Carrington & Graham, 2001;Hay & Winn, 2005;Lilley, 2012;McDonald, 2010;Saggers et al, 2011), a single study in Singapore (Poon et al, 2012), and Sweden (Falkmer et al, 2012).…”

“…A central theme reported in the parent literature is parents' 'fight' for educational provision (Barnard et al, 2000;Batten et al, 2006;McDonald, 2010;Penney, 2013;Reid, 2011;Stoner et al, 2005;Tissot & Evans, 2006). For example, Tissot and Evans (2006) surveyed 738 parents in the United Kingdom about their perceptions of securing educational provision for their children with ASD.…”

“…Another prominent theme in the literature is the importance of home-school communication for parental involvement in their children's mainstream education (Benson et al, 2008;McDonald, 2010;Stoner et al, 2005;Stoner & Angell, 2006) and for the successful inclusion of their children with ASD in mainstream education (Humphrey & Lewis, 2008a, McDonald, 2010Waddington & Reed, 2006). For example, Benson et al (2008) studied the factors that influence the extent to which mothers of children with ASD were involved in their children's mainstream education.…”

“…There have been a large number of studies which have elicited parent perspectives about the mainstream education of their children with ASD (Barnard et al, 2000;Batten et al, 2006;Benson et al, 2008;Brewin et al, 2008;Lilley, 2012;McDonald, 2010;Penney, 2013;Reid, 2011;Renty & Roeyers, 2006;Scuitto et al, 2012;Stewart, 2012;Stoner et al, 2005;Stoner & Angell, 2006;Tissot & Evans, 2006;Tobias, 2009;Whitaker, 2007). The majority of these studies focus on parent perceptions of satisfaction with educational provision rather than on their lived experiences of supporting their children's participation (Barnard et al, 2000;Batten et al, 2006;Brewin et al, 2008;Reid, 2011;Renty & Roeyers, 2006;Stewart, 2012;Whitaker, 2007).…”