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A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education ServicesBarrow, Donna Marie 01 December 2017 (has links)
Over the past two decades reported rates of autism have steadily risen. The current incidence is 1 in 68 children. While autism can be reliably diagnosed at 18 months in most children with the condition, specialized autism treatment rarely begins before a child's third or fourth birthday. As screening and diagnosis procedures improve so does the need for effective early interventions for autism. Researchers and professionals have expressed a growing concern over the need for effective early interventions for infants and toddlers with autism. At the same time, there is a dearth of qualitative research exploring the needs and experiences of parents with a very young child with autism. Employing a phenomenological framework, the purpose of this study was to investigate the lived experiences of parents of a young child with autism receiving early special education services. Unstructured interviews and photo elicitation were used to generate rich, detailed descriptions of the phenomenon. Data analysis from photographic images and narrative dialogues illuminated six essential themes across participants: (a) parents as pioneers: forging the way for future families; (b) making the journey as a family; (c) navigating uncharted service systems; (d) overcoming challenges and obstacles; (e) resilience, ingenuity and hope; and (f) reflecting on the first three years and looking forward. Participants expressed that they felt this study gave them a "voice" in the research literature. This study is one of the first to investigate the lived experiences of parents as they seek and secure autism services for their child under five with autism.
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Mildly mentally handicapped peers as tutors in a social skills program for autistic childrenChen, Elaine. January 1990 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 82-85). Also available in print.
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Resilience in families with an autistic child /Van der Walt, Kerry-Jan. January 2006 (has links)
Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.
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Teaching autistic children: an examination offactors relating to teacher stressTsang, Chi-hung, Christina., 曾志虹. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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African primary caregivers' understanding and experience of having a child with autism.Madlala, Nolwazi Pinkie. January 2012 (has links)
Autism Spectrum Disorder (ASD) largely remains an unknown form of neurodevelopment
disorder, despite the global trend of increasing prevalence. South Africans, in general, have
little awareness and knowledge about this relatively rare form of neuro-developmental
disorder which could so easily be misunderstood due to the major areas of difficulty
experienced by children with ASD. The aim of this study is to explore African parents’
experiences in relation to having an atypically developing child who is eventually diagnosed
with ASD. A qualitative approach was adopted in this study, so that the researcher could gain
a “rich” description of the participants’ experiences of raising a child with ASD. The
pathways and steps taken to arrive at this diagnosis and their reactions to the diagnosis were a
central aspect of this research. Eight black South African parents (mothers and fathers) of
children who have been diagnosed with ASD, were interviewed to ascertain their
understanding of their both typical developmental patterns and their child’s atypical
development, the experience of getting the diagnosis and the experience of how raising a
child with ASD has been and is for them as African parents. The data obtained was analysed
using thematic analysis. The results suggested that African parents experience and
understanding of ASD is largely influenced by their frames of reference. Further, the parents
turned to their traditional beliefs when faced with challenges. However, other interventions
such as religion and finally the western practices were explored by the parents. This study
therefore concludes that the African parents understanding and experiences of raising a child
with ASD is initially influenced by the parents cultural frame of reference and later by
western exposure. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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The experience of having a sibling with an autistic spectrum disorder.Botes, Diante. January 2009 (has links)
Autistic Spectrum Disorders have shown to be some of the most disruptive and bizarre childhood developmental disorders, affecting all relationships within the family (Glass, 2001). The sibling relationship is possibly one of the most important relationships in childhood development, affecting cognitive and emotional adjustment (Dunn, 2000; Sanders, 2004). While the effects on parents of having a child with an Autistic Spectrum Disorder are well documented, there is very little qualitative research that explores the experience from the sibling‟s perspective. Using Family Systems Theory as a framework for understanding, the question asked in this study was: “What is the experience of having a sibling with an Autistic Spectrum Disorder?” The study made use of a phenomenological approach, which was useful in exploring the „lived world‟ of the participant. Making use of semi structured interviews, a focus group and various projective techniques and one participatory technique, three participants shared their thoughts, feelings and experiences of having a younger sibling with an Autistic Spectrum Disorder. Interpretive analysis guided by the Hermeneutic circle was used to analyze the data. The results showed a complex and protective relationship that also evoked feelings of frustration and embarrassment in the participants. While the relationship was difficult, there was no indication that the participants faced any emotional or adjustment difficulties. Furthermore, the effective coping mechanisms that were utilized by the participants were highlighted. The study also aimed to provide recommendations for care-givers and professionals, as well as future research in this area. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
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How preschool autism programs work : parent and staff perceptions.Gindi, Shahar, January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Esther Geva.
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In conversation with Barney : a critical discourse analysis of interaction between a child with autism and his co-participants /Geils, Catherine. January 2003 (has links)
Thesis (M.A. (Psychology))--Rhodes University, 2004. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Clinical Psychology.
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A study of teachers' perception towards resource teaching services for autistic children in schools for mentally handicapped /Ma, Kam-fong. January 1999 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 133-141).
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Stress of parents with autistic children /Chee, Ming-mu, Anthony. January 1991 (has links)
Thesis (M.S.W.)--University of Hong Kong, 1991.
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