abstract: Academic transitions are a necessary and important part of an ASD student's life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research is to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research also seeks to identify shifts in parent perceptions of the importance of specific transitional program elements during different academic transitional periods. Results indicate a clear trend within each academic transition category as well as trends throughout the transition periods. The main trend in parental perspective throughout the transitions is the de-structuration of the transition planning process and increased personalization with the advancement of each academic transition. Possible uses of research results to ease the transition planning process for parents are summarized and discussed. / Dissertation/Thesis / M.A. Special Education 2012

The study aimed to explore the perceptions of primary caregivers as they manage their child’s transition to kindergarten. The study used a mixed-methods explanatory sequential design consisting of two phases. In phase 1, 64 primary caregivers of children transitioning to kindergarten completed the Kindergarten Caregiver Perceptions survey. Phase 1 participants were recruited from K-Camp, a program designed to support families and children during the transition. Descriptive statistics were analyzed to identify the concerns of caregivers, investigate their desired information and support, examine their involvement in transition activities, and understand caregivers’ perceived level of self-efficacy in managing their child’s transition to kindergarten. Additionally, quantitative data was used to analyze the relationship between caregivers’ previous experience managing the transition, their feelings toward school, and their concerns, involvement, and self-efficacy in managing their child’s transition to kindergarten. Phase 2 participants were selected using maximum variation sampling from phase 1. Six caregivers participated in one-on-one interviews about their perceptions of their child’s transition, focusing on their experiences, self-efficacy in managing their child’s transition, involvement, and the impact of COVID-19 on their child’s readiness for kindergarten. Quantitative findings imply that caregivers have few concerns regarding their child’s transition to kindergarten; desire information that relates to kindergarten expectations to help in preparation efforts; are more likely to be involved in low-intensity, whole-group transition activities; and are less likely to be involved in individualized transition support practices. In general, caregivers feel confident and supported as they manage their child’s transition to kindergarten. Statistical analyses revealed a significant negative correlation between caregivers’ previous experience and their concerns, as well as a significant positive correlation between caregivers’ previous experience and self-efficacy and between caregivers’ feelings toward school and self-efficacy. Qualitative findings, presented as narrative portraits, preserve the unique personal qualities within each case and explain in detail the rich facets of caregivers’ experiences. The current study illustrates the need for schools to form early relationships with caregivers to understand their situation, assess their needs, and identify barriers so that targeted support can be provided to families as needed.

I Sverige insjuknar 250-300 barn varje år av cancer. De cancertyper som drabbar barn är vanligtvis inte de samma som vuxna utvecklar. Olika cancerformer kräver olika typer av behandling, dessa är cytostatika, operation samt strålbehandling. Sjuksköterskan skall kunna möta föräldrar och barn samt uppfatta deras lidande för att kunna tillfredställa behovet av en god omvårdnad. För föräldrarna upplevs barnets cancerdiagnos ofta som ett svårt lidande, som kan kännas helt outhärdligt. När ett barn är svårt sjukt i cancer innebär detta en långvarig kontakt med sjukvården för hela familjen. Det är en svår och stressfull situation för familjen och deras välbefinnande påverkas av vårdarens agerande.Syftet med studien är att beskriva föräldrarnas uppfattning av vad som är god vård i samband med behandling av det cancersjuka barnet på sjukhus. Metoden är en litteraturstudie där åtta kvalitativa artiklar analyseras enligt Evans (2003) metod.Resultatet presenteras utifrån fem teman som är: Anpassad information, Kontinuerlig vårdrelation, Emotionellt stöd, Familjens delaktighet i vården samt Lugn vårdmiljö.Det mest framträdande i resultatet är att information är grunden till att föräldrarna skall uppleva att deras barn får en god vård. En adekvat given information med lyhördhet inför den enskilde förälderns behov och önskemål resulterar i en mer tillfredställd förälder. / Program: Fristående kurs

Homeschool delivery to students is on the rise, particularly in regards to the education of students with disabilities. At this time, there is a lack of research on homeschooled students with disabilities. The purpose of this phenomenological study was to explore how parents choose a model of education for their children with disabilities. A purposeful sample of 3 distinct groups comprising 13 parents of children with disabilities was assembled: (a) parents who are homeschooling their child with a disability, (b) parents who have decided to enroll their child in the public school system after previously homeschooling, and (c) parents who may have or never have considered homeschooling their child but instead chose to have their child attend a public school. Open and selective coding techniques were used to identify significant themes in the participants' responses. The results of the interviewed participants revealed themes of Needs, Flexibility, Child's Request, and Bullying. These themes, especially parents stating that their child's needs are met, were a significant reoccurring reason parents reported choosing the educational setting they did. Findings also included that overall satisfaction of parents of students with disabilities was higher among parents who had homeschooled than among parents with children in public school. Finally, topics of participation and communication between public schools and parents were explored in order to examine the possible influences of parent choice. Implications for social change include compromises from both schools and parents and a suggestion of a possible hybrid option for some students with disabilities.

Förevarande studie hade som syfte att genom en scoping-review sammanställa en översikt av forskningsläget kring föräldrar med intellektuell funktionsnedsättning ur ett föräldraperspektiv. Resultatet analyserades i enlighet med en kvalitativ innehållsanalys och analysen utgjordes av teoretiska kopplingar till teorierna stigma samt socialt stöd. Resultatet visade att föräldrar med intellektuell funktionsnedsättning upplever utmaningar i sitt föräldraskap så som upplevelser av att bemöta fördomar, maktlöshet samt utanförskap. Studiens resultat visade också att föräldrarna hade ett behov av stöd i sitt föräldraskap men att de haft negativa upplevelser av det. Studiens slutsats konstaterar att föräldrar med intellektuell funktionsnedsättning idag inte har rätt förutsättningar för att bedriva sitt föräldraskap med framgång. Det sociala arbetets praktik är i behov av bättre bemötande och mer kunskap om intellektuell funktionsnedsättning generellt och föräldraskap med intellektuell funktionsnedsättning i synnerhet. Föräldrarnas upplevelser måste synliggöras och stödinsatserna måste effektiviseras för att skapa bättre förutsättningar för föräldrar med intellektuell funktionsnedsättning att lyckas i sitt föräldraskap. / The aim of the present study was to, through a scoping-review, compile an overview of the research landscape concerning parents with intellectual disabilities from a parental perspective. The results were analyzed using qualitative content analysis, incorporating theoretical connections to the concepts of stigma and social support. The findings revealed that parents with intellectual disabilities face challenges in their parenthood, such as encountering prejudices, powerlessness and social exclusion. The study`s results also indicated that these parents have a need for support in their parenting, but that they had negative experiences with it. The study concludes that parents with intellectual disabilities currently lack the necessary conditions to successfully engage in parenting. Social work practice needs improved responsiveness and greater understanding of intellectual disability in general and parenting with intellectual disability in particular. The experience of parents must be brought to light and support interventions need to be streamlined to create better conditions for parents with intellectual disabilities to succeed in their parenting.