Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573085
Title: An exploration of the transition from nursery to primary school for children with autism spectrum conditions (ASC) : parents' perspectives
Author: Miles, K. G.
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Abstract:
The increasing prevalence of Autism Spectrum Conditions (ASC) has led to a national response within the UK to implement ways of supporting children and families affected by these conditions. WIthin the field of education, current legislation has identified a need to consider how to incorporate parental views into policy and practice. Key transitions can be particularly stressful for children affected by ASC and their fam~s~owever, little research has explored the first major transition within the education system for children with ASC: starting school. This mixed methods sequential study explored parental experiences and perspectives of their child's transition from nursery to primary school. Based within one local authority, purposive sampling was used to select parents of children in their first year of formal school (reception year). In phase one, five parents shared their views through semi-structured interviews. The data were analysed using Interpretative Phenomenological Analysis (IPA), and three overarching themes were identified: 'being a parent of a child with ASC', 'relationships with professionals', and 'importance of early identification'. Phase two involved using the overarching theme 'relationships with professionals' to create a questionnaire consisting of a semantic differential scale. The questionnaire was distributed to more parents, and descriptive statistics were used to analyse responses. The quantitative results indicated that the majority of parents had overall positive transition experiences. A key implication of this study is for professionals to incorporate parental views into transition policies and practice for children with ASC. The questionnaire can be used in the future to evaluate practice, and measure parental satisfaction following the transition. Limitations of this study and recommendations for future studies are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573085  DOI: Not available
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