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Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder

Published online by Cambridge University Press:  18 December 2014

Andrea Reupert ,
Joanne M. Deppeler  and
Umesh Sharma
Andrea Reupert*
Affiliation:
Monash University, Australia
Joanne M. Deppeler
Affiliation:
Monash University, Australia
Umesh Sharma
Affiliation:
Monash University, Australia
*
Correspondence: Andrea Reupert, Krongold Centre, Faculty of Education, Clayton Campus, Monash University, Clayton, Vic. 3800, Australia. E-mail: [email protected]
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Abstract

Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.

Keywords

autism spectrum disorderparentschoolinclusive education
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 39 , Issue 1 , July 2015 , pp. 85 - 96
Copyright
Copyright © The Author(s) 2014 

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