Retrospective insights on teaching literacy by parents to their child with autism

Abstract

Parents of children with autism spectrum disorders (ASD) are confronted and confounded by the multiple and varied types of evidenced-based interventions as well as complementary therapies (Goin-Kochel, Mackintosh & Myers, 2009) which they have to select, adopt and invest resources to support their child. Many claimed efficacy of through publications in peer-reviewed and non peer reviewed research literature on condition that the principles and devices of intervention are faithfully followed through. However, most if not all, did not include the holistic perspective of considering the need of the caregiver parent sense of coherence (Antonovsky, 1987; Mccubbin, Thompson, Thompson & Fromer, 1998) and perceived self-efficacy (Bandura, 1997) to reinforce and maintain the benefits of whatever interventions that has been adopted by the various organizations. The current paper provides retrospective insights by the researcher parent who has children with ASD on tacit learning, supported by research literature that may empower parents to be effective mediators of their child's learning of literacy that is sustainable and permanent.