‘It’s the most important thing – I mean, the schooling’: father involvement in the education of children with autism

Potter, Carol

doi:10.1080/08856257.2016.1194573

Cited by 19 publications

(13 citation statements)

References 46 publications

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“…One potentially influential variable in parent uptake of a parent-mediated intervention is parent gender. Despite the increased role many fathers now play in direct childcare for all children (Pleck & Masciadrelli, 2004) and the high level of father engagement in education and learning for children with ASD (Potter, 2016), fathers have been underrepresented in ASD intervention research. However, it is estimated that two-thirds of children with ASD in the United States reside in a two-parent household (Freedman, Kalb, Zablotsky, & Stuart, 2012) and including fathers is an important step towards effectively involving all stakeholders in ASD intervention.…”

Section: Introductionmentioning

confidence: 99%

Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder

Flippin

Watson

2018

J Autism Dev Disord

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Father-child and mother-child interactions were examined in order to investigate concurrent associations between three characteristics of parental broad autism phenotype (i.e., aloofness, rigidity, pragmatic language deficits), parental verbal responsiveness, and language skills of children with ASD. Results for mothers indicated that aloofness and rigidity were negatively associated with both child-initiated engagement and child language skills. Maternal aloofness was also negatively correlated with verbal responsiveness to their children, but rigidity was not. Results suggest that the association between aloofness and child language are potentially mediated by maternal use of responsive verbal behaviors. Maternal pragmatic language deficits were not concurrently related to child-initiated engagement or language skills. In contrast, for fathers, aloofness and rigidity were unrelated to child-initiated engagement and language skills. Paternal pragmatic deficits were also not associated with child language, however significant positive associations were found between paternal pragmatic language deficits and frequency of child-initiated engagement. Results are discussed in reference to potential clinical implications and directions for future research.

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Section: Introductionmentioning

confidence: 99%

Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder

Flippin

Watson

2018

J Autism Dev Disord

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“…However, job demands are equally presented as a plausible cause for the non‐involvement. Pancsofar et al (2019), Potter (2016) and Hart (2011) have also suggested that job demands affect the way fathers are involved in the education of their children with disabilities. It could mean that father involvement in the education of children with disabilities is tied to the need of the fathers to retain the cultural attributes of masculinity, and focusing on the provider role helps in this pursuit.…”

Section: Discussionmentioning

confidence: 99%

‘Their status will be affected by that child’: How masculinity influences father involvement in the education of learners with intellectual disabilities

Karisa

McKenzie

Villiers

2021

Child

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Background Parents play a critical role in the formal education of their children. However, a limited body of scientific knowledge exists on fathers' involvement in the formal education of their children with disabilities, particularly in Global South settings. This study sought to understand how father involvement is constructed in the formal education of learners with intellectual disabilities in an African context. Methods The study uses data from a broad qualitative case study of one special school in Kenya. Data were collected from eight fathers, six mothers, nine teachers and six children with disabilities using individual interviews, key informant interviews and focus group discussions. A document review was also conducted. The data were analysed thematically. Results Two themes emerging from the data are presented, named using selected quotes from the participants thus: ‘He's a monster, you're the one who gave birth to him’ and ‘The excuse that he has work to do’. Father involvement in the education of learners with intellectual disabilities is influenced by the need of the fathers to protect their identities as men in a society whose cultural norms and values associates manliness with strength and perfection, and disability with weakness and imperfection. Father involvement is also impacted by the teachers' perceptions of the fathers' masculinity. Additionally, father involvement is influenced by the ways fathers cope with the threats to their masculinity. Conclusion Perceptions of masculinity and disability intersect to construct father involvement in the formal education of learners with intellectual disabilities in this African context.

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“…Additionally, the majority of respondents to the survey were homogenous in their race and gender (primarily white/Caucasian mothers). Recent literature has focused on the importance of paternal involvement in children’s education for both regular and special education (Jeynes, 2015; Potter, 2016). While many of the fathers of children followed in the SLP participate in clinic visits and school meetings, very few of them chose to complete the survey.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of a Hospital-Based School Liaison Program: A Comparative Study of Parental Perception of School Supports for Children With Pediatric Cancer and Neurofibromatosis Type 1

Northman

Morris

Loucas

et al. 2018

J Pediatr Oncol Nurs

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Childhood survivors of central nervous system (CNS) cancers (defined as cancers whose diagnosis or treatment affect the CNS) are at increased risk for educational related difficulties, as are children affected by neurofibromatosis type 1. This study evaluated the effectiveness of and satisfaction with a model of psychoeducation, consultation, and advocacy provided by a School Liaison Program (SLP) for families and schools of children with CNS-involved cancers compared with a control group of parents of children with a diagnosis of neurofibromatosis type 1 who did not receive school-based services. Results indicated significant between-group differences in parents' belief that their child is meeting academic potential, with parents who received SLP services reporting greater satisfaction with their child's progress, better understanding of their child's learning needs, and an increased ability to access school supports. The strong, positive impact associated with the consultation, psychoeducation, and parental advocacy training provided by the SLP suggests that a similar model of care would potentially benefit other groups of children whose neurocognitive functioning is compromised by chronic medical conditions.

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‘It’s the most important thing – I mean, the schooling’: father involvement in the education of children with autism

Cited by 19 publications

References 46 publications

Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder

Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder

‘Their status will be affected by that child’: How masculinity influences father involvement in the education of learners with intellectual disabilities

The Effectiveness of a Hospital-Based School Liaison Program: A Comparative Study of Parental Perception of School Supports for Children With Pediatric Cancer and Neurofibromatosis Type 1

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