TY - JOUR
T1 - Enablers for inclusion: the perspectives of parents of children with autism spectrum disorder
AU - Reupert, Andrea Erika
AU - Deppeler, Joanne Marie
AU - Sharma, Umesh
PY - 2015
Y1 - 2015
N2 - 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
studywas 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.
AB - 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
studywas 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.
UR - http://goo.gl/WgaUln
U2 - 10.1017/jse.2014.17
DO - 10.1017/jse.2014.17
M3 - Article
VL - 39
SP - 85
EP - 96
JO - Australasian Journal of Special and Inclusive Education
JF - Australasian Journal of Special and Inclusive Education
SN - 2515-0731
IS - 1
ER -