Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573089
Title: Exploring parental experiences of inclusion for children with autism in mainstream primary education
Author: Reid, Rachel
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Abstract:
Increasing numbers of children with autism are being educated in mainstream education; many with needs significant enough to be recognised in a Statement of Special Educational Needs (SSEN), yet the issues surrounding their inclusion remain complex and challenging. This mixed methods research was carried out in a Local Authority (LA) in the South East of England to explore parents' experiences of inclusion for their child with autism. Firstly, the researcher expl0te?:ct"trends and patterns of inclusion for this population using existing LA data. Secondly, five semi-structured interviews were conducted with parents and Interpretative Phenomenological Analysis (IPA) was used to gain a better understanding of their lived experiences. Analysis of the database indicated there had been an upward trend in the number of statements issued to children with autism and that the majority of this population attend mainstream schools. Findings from the interview data revealed important insights about the children's social and educational worlds through the eyes of their parents. Parents described their experiences of interacting with school systems; valuing open communication with staff and consistent, flexible and collaborative approaches to inclusion. Parents valued the input of the Specialist Teaching Service in helping to foster links with schools. Parents also described their roles in terms of being a voice for their child and an advocate for their child's social, emotional and communicative difficulties. They reflected on their experiences of managing social perceptions of autism and the extent to which they perceived themselves to be included in their child's educational world. Overall, this study highlighted that caring for a child with autism makes ongoing emotional demands on parents and that it is important that these are acknowledged. This research has implications for how schools and professional groups work with parents and how best to support children and families affected by autism.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573089  DOI: Not available
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