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Parental experiences in transitioning their children with autism spectrum disorder into mainstream primary schools
Author
Lee, Pui Han
Supervisor
Letchmi Devi Ponnusamy
Tan, Carol Soo Ching
Abstract
Transition from preschool to primary school is challenging for children with autism spectrum disorder as they experience greater difficulties in the areas of social interaction and communication. Very often, children with autism spectrum disorder have stronger preference for routine and stability, making them less receptive towards change. All these pose unique challenges during entry to primary school. This current research examined the views and experiences of parents of children with autism spectrum disorder during the transition period from preschools to primary schools, and how they managed the issues and challenges. Factors facilitating smoother school transition as well as barriers were also explored.
Qualitative methodology using the case study approach was used to collect views and experiences of five parent participants of children with autism spectrum disorder who had made the transition to primary schools. Purposeful sampling was used to identify the parent participants. Semi-structured interviews were then conducted, recorded and transcribed. The transcripts were coded and subsequently categories and themes were developed.
The results showed that parents played an important role in preparing their children with autism spectrum disorder to transition into mainstream primary schools. They had initially identified the needs of their children, followed by preparing their children ahead of the academic topics to be taught in primary schools, and trained their children on self-management skills to cope with primary schools’ demands. In addition, parents initiated communications with school personnel to create awareness and request for school support for their children during school entry. Upon school entry, the parents expanded their networks of support through connecting with other parents and classmates of their children. Parents who had the financial means engaged the services of specialized personnel (e.g., shadow teachers, therapists) to chaperone their children in school and created platforms for external professionals to recommend strategies for school personnel to implement during school entry. An area of concern most often cited by parents was a lack of communication with school personnel and when parents seek assistance from school leaders to resolve issues, further tension was created among school personnel and parents.
The findings of this study have implications for schools, educators and policy makers to provide more assistance in the school transition journey for the sustainability of the inclusion process. The limitations of the study are acknowledged and finally recommendations for future research are suggested.
Qualitative methodology using the case study approach was used to collect views and experiences of five parent participants of children with autism spectrum disorder who had made the transition to primary schools. Purposeful sampling was used to identify the parent participants. Semi-structured interviews were then conducted, recorded and transcribed. The transcripts were coded and subsequently categories and themes were developed.
The results showed that parents played an important role in preparing their children with autism spectrum disorder to transition into mainstream primary schools. They had initially identified the needs of their children, followed by preparing their children ahead of the academic topics to be taught in primary schools, and trained their children on self-management skills to cope with primary schools’ demands. In addition, parents initiated communications with school personnel to create awareness and request for school support for their children during school entry. Upon school entry, the parents expanded their networks of support through connecting with other parents and classmates of their children. Parents who had the financial means engaged the services of specialized personnel (e.g., shadow teachers, therapists) to chaperone their children in school and created platforms for external professionals to recommend strategies for school personnel to implement during school entry. An area of concern most often cited by parents was a lack of communication with school personnel and when parents seek assistance from school leaders to resolve issues, further tension was created among school personnel and parents.
The findings of this study have implications for schools, educators and policy makers to provide more assistance in the school transition journey for the sustainability of the inclusion process. The limitations of the study are acknowledged and finally recommendations for future research are suggested.
Date Issued
2014
Call Number
LC1203.S55 Lee
Date Submitted
2014