Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572943
Title: The perspectives of key stakeholders involved in the process of identification, assessment, diagnosis and accessing of support for children with Autism Spectrum Disorder in families with lower socioeconomic status in one outer London Local Authority
Author: Hussain, Jahangir
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
The aim of this research is to gain the perspectives of key stakeholders involved in the process of identification, assessment, diagnosis and accessing of support for children with Autism Spectrum Disorder (ASD) in one Local Authority where concerns have arisen about increased prevalence rates. The present study is particularly concerned about the experiences of low socioeconomic status families that have children with ASD, at a time when inequalities across the Borough appear to be widening. The views of key stakeholders; parents, Educational Psychologists, Clinical Psychologists, Paediatrician, Psychiatrist, Speech and Language Therapists and Special Educational Needs Co-ordinators were sought in order to provide an insight into parental support needs and to inform thinking about how future service provision could be improved for low SES parents. The present study incorporates semi-structured interviews which were transcribed and analysed using thematic analysis. In total there were twenty one participants, comprising ten parents and ten professionals. The thematic analysis of the interviews identified a number of factors that impact on the identification, assessment, diagnosis and accessing of support for ASD. These are discussed under three main headings; parental support needs, perceptions of ASD within families and local communities and improving ASD service and provision. For parental support needs the key issues identified include; entitlement to support, support for families at home, financial implications, working in partnership, school provision, support groups and language barriers English as an additional language (EAL). With regard to perceptions of ASD within families and local communities, the key issues identified were family stress and perception of ASD within local communities. Finally, as part of improving ASD service and provision, key issues identified were the need for centralised information, the need for a multi-disciplinary team which make diagnoses, communicating diagnosis to family and the review process as part of an improved parent-professional partnership. The findings of the present study highlight the acute challenges that many low SES families may experience and further raise practical implications about improving ASD service provision and practice for this LA in the future.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572943  DOI: Not available
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