Enablers for Inclusion: The Perspectives of Parents of Children with Autism Spectrum Disorder

Autor/inn/en	Reupert, Andrea; Deppeler, Joanne M.; Sharma, Umesh
Titel	Enablers for Inclusion: The Perspectives of Parents of Children with Autism Spectrum Disorder
Quelle	In: Australasian Journal of Special Education, 39 (2015) 1, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2014.17
Schlagwörter	Inclusion; Pervasive Developmental Disorders; Autism; Parent Attitudes; Special Needs Students; Focus Groups; Interviews; Phenomenology; Qualitative Research; Public Schools; Elementary Secondary Education; Educational Innovation; Accessibility (for Disabled); Flexible Scheduling; Parent School Relationship; School Safety; Educational Change; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Inklusion; Autismus; Elternverhalten; Sonderpädagogischer Förderbedarf; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Public school; Öffentliche Schule; Instructional innovation; Bildungsinnovation; Accessibility; Zugänglichkeit; Flexible working hours; Flexible Arbeitszeit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungsreform; Ausland; Australien
Abstract	Although home-school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a "catalyst point" to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01