What Do Parents of Children with Autism Spectrum Disorders Think?

Autor/in	Thompson, Catherine Creighton
Titel	What Do Parents of Children with Autism Spectrum Disorders Think?
Quelle	(2014), (429 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-7692-6
Schlagwörter	Hochschulschrift; Dissertation; Parent Attitudes; Children; Autism; Pervasive Developmental Disorders; Individualized Education Programs; Mixed Methods Research; Intervention; Parent Surveys; Parent Participation; Parent Teacher Cooperation; Educational Needs; Educational Quality; Student Educational Objectives; Parent Rights; Special Education; Laws; Knowledge Level; Evidence Based Practice; Information Sources; Internet + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternverhalten; Child; Kind; Kinder; Autismus; Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Educational need; Bildungsbedarf; Quality of education; Bildungsqualität; Elternrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Law; Recht; Wissensbasis; Information source; Informationsquelle
Abstract	The purpose of this mixed methods study was to better understand the perspectives of parents with children who are diagnosed with autism spectrum disorders regarding the Individualized Education Program (IEP) process, and interventions implemented to help their child meet IEP goals. The web-based survey included both closed and open-ended items. Major findings revealed that although a majority of the parents responded negatively to the single item asking their overall perceptions of the IEP process, they responded positively when asked their perceptions concerning specific IEP aspects including (a) their participation as equal IEP team members with educators, (b) that their suggestions were integrated into the IEP, and (c) that their child's IEP would meet their child's educational needs. Parents provided suggestions for improving the IEP process and desired the best education possible for their children, but also expressed concerns that generic and not "individualized IEP goals" may compromise the quality of their children's education. Parents believed their participation in the IEP process was critical, and greatly enhanced the individualization of IEP goals. Knowledge of their rights, special education law, and autism enhanced parents' abilities to participate in IEP meetings as equal partners with school personnel. Major findings also revealed that most parents had not used a majority of evidence-based practices for children with autistic spectrum disorders which were predominantly weighted toward individuals with more severe disabilities. However, a majority of parents who had implemented evidence-based practices rated these practices as effective or very effective, and a majority of respondents reported having higher functioning children. Most parents learned about autism from the Internet or other parents. In addition, most parents learned their rights and special education law from the Internet, other parents, professional and parent associations, school districts, or Wrightslaw. Findings are discussed with respect to previous and future research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01