Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 85 - 96 |
| Number of pages | 12 |
| Journal | Australasian Journal of Special Education |
| Volume | 39 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2015 |
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Enablers for inclusion: the perspectives of parents of children with autism spectrum disorder. / Reupert, Andrea Erika; Deppeler, Joanne Marie; Sharma, Umesh.
In: Australasian Journal of Special Education, Vol. 39, No. 1, 2015, p. 85 - 96.Research output: Contribution to journal › Article › Research › peer-review
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 -