Parental Participation in Supporting the Development of Communication Skills in Autistic Children

Abstract

Parental participation, when conducted appropriately, can support the development of communication skills in autistic children within various learning environments. Paquette and Ryan (2001) state that the microsystem of a child can play a major role in impacting the development of the child as family, community and school structures directly expose the child to learning situations. The aim of this research is to understand the nature, extent and impact of the parents’ demographics on parental participation in supporting the development of communication skills in autistic children. Three special-needs schools within the King Cetshwayo District, KwaZulu-Natal, participated in this research. This research used a mix of qualitive and quantitative approaches and a phenomenological design when dealing with the social, emotional and educational implications of autistic children for the role and level of participation parents have in their children’s development of communication skills at school and home. It was noted that educators favoured sensory-enhancing activities, sign language (which is taught to all learners), and picture-exchange methods to develop communication skills in learners. These techniques require practice and consistent use in different contexts. Parents experienced difficulties scheduling sufficient time due to work situations. Bissoli (2014) found that children’s communication skills are influenced by the people around them. The need for more parental engagement in Autism Spectrum Disorder education and training will aid in enhancing the development of skills in children.

Impact of parental involvement on the communication skills of children with autism

“…Similarly, the study of El Nokali, Bachman, and Votruba-Drzal [28] found that parental participation in school supports the development of communication skills in children with autism within different learning environments. Moreover, Naidoo and Govender [29] found that parental involvement predicts the decline of children's problem behaviors.…”

Experiences of families with children diagnosed with Autism Spectrum Disorder in World Health Organization Afro‐Regions: A scoping review

“…Sharing their concerns with peers (Cole et al, 2017; Fewster, 2014, 2015; Gebre, 2016; Haffejee, 2021; Kapp & Brown, 2011) and the community improved their acceptance of their ASD child as well (Cardon & Marshall, 2017, 2021; Ulofoshio, 2017) in addition to engaging in recreational activities (Ayinla, 2019, Joshua et al, 2019; Madlala, 2012). Support from parents in the language learning of children with ASD enhances their communication and comprehension abilities, both of which are crucial life skills (Naidoo & Govender, 2022). Similarly, social support remains a very powerful coping strategy in reconnecting stressful parents of children with ASD to adjust and enjoy quality time as a couple (Brien‐Bérard & des Rivières‐Pigeon, 2022).…”

Gambaran Keterlibatan Orang Tua dalam Keterampilan Sosial Anak Penyandang Autisme

“…Hidup seorang anak penyandang autisme berlanjut di rumah dan bersama keluarganya, sehingga orang tua menjadi pihak yang paling mengenal anaknya (Chaidi & Drigas, 2020). Proses pembelajaran harus diperluas di luar ruang-ruang kelas, seperti lingkungan rumah anak, sehingga aktivitas belajar yang dilakukan di rumah oleh orang tua dapat lebih bermakna bagi perkembangan sosial (Naidoo & Govender, 2022). Orang tua juga berperan untuk memberikan bimbingan dan arahan kepada anak sebagai bekalnya di masa depan untuk menghadapi perubahan-perubahan di masa yang akan datang (Rasyidah dkk, 2018).…”