Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Abstract

Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the ‘satisfied’ and ‘dissatisfied’ groups of parents. Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools’ responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools’ role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.

Perspectives on Regular and Support Class Placement and Factors that Contribute to Success of Inclusion for Children with ASD

“…Although parent satisfaction may not necessarily be a direct reflection of the extent to which student needs are being met (Whitaker, 2007), it is likely to play an important role in decisions to continue or discontinue educational placements. It is of interest to note that there is relatively limited research on satisfaction of parents of children with ASD across different types of educational support placement.…”

“…Parents of children in inclusive settings see the presence of peers as role models and potential friends as being an advantage (Kasari et al, 1999). Lack of social skills programs and lack of school support for friendship development is seen by parents as problematic (Batten, Corbett, Rosenblatt, Withers, & Yuille, 2006;Whitaker, 2007).…”

Le point de vue de mères sur l’expérience d’intégration scolaire de leur enfant présentant un trouble du spectre de l’autisme : rôle des services et de l’environnement scolaire

“…2.3.3 Formation et connaissances sur le trouble du spectre de l'autisme du personnel scolaire selon les parents Des recherches européennes et canadiennes indiquent que, selon les parents, la formation et les connaissances du personnel scolaire, incluant la direction, au sujet des particularités et des interventions spécifiques au trouble du spectre de l'autisme, sont déterminantes pour l'intégration de leur enfant (Brewin, Renwick et Schormans, 2008 ;Starr, Foy, Cramer et Singh, 2006 ;Starr et Foy, 2012 ;Whitaker, 2007). Ces études font également état d'un manque de connaissances générales du personnel sur le trouble du spectre de l'autisme, ce qui entraîne souvent, aux yeux des parents, une mauvaise compréhension des besoins de l'enfant et ce qui compromet la mise en place des adaptations (Brewin, Renwick et Schormans, 2008 ;Starr, Foy, Cramer et Singh, 2006 ;Starr et Foy, 2012 ;Whitaker, 2007) ; de plus, cela alimente de mauvaises perceptions, notamment en ce qui a trait à la mise en oeuvre de stratégies visant à gérer les difficultés de comportement de l'enfant (Starr et Foy, 2012).…”

“…Ces études font également état d'un manque de connaissances générales du personnel sur le trouble du spectre de l'autisme, ce qui entraîne souvent, aux yeux des parents, une mauvaise compréhension des besoins de l'enfant et ce qui compromet la mise en place des adaptations (Brewin, Renwick et Schormans, 2008 ;Starr, Foy, Cramer et Singh, 2006 ;Starr et Foy, 2012 ;Whitaker, 2007) ; de plus, cela alimente de mauvaises perceptions, notamment en ce qui a trait à la mise en oeuvre de stratégies visant à gérer les difficultés de comportement de l'enfant (Starr et Foy, 2012). Certains parents réclament donc que le personnel scolaire ait une formation spécifique au trouble du spectre de l'autisme lorsque leur enfant est intégré (Siklos et Kerns, 2006 ;Stoner, Angell, House et Bock, 2007).…”

Rehabilitation issues in autism spectrum disorders

“…In one such study 22 parents of children with ASD identified communication, maladaptive behaviour, play skills and social interaction to be high priorities [23]. A large study involving 350 parents in the UK examined parent satisfaction levels regarding their child's educational programme and identified social development and social relationships to be high parent priorities [26]. A similar study conducted within the US involving 45 families with children with ASD also identified social skills to be the highest treatment priority followed by communication skills, life skills (e.g.…”