ERIC Number: EJ694116
Record Type: Journal
Publication Date: 2005-Mar
Reference Count: N/A
Welcome to Our World: Parent Perceptions of Interactions Between Parents of Young Children with ASD and Education Professionals
Stoner, Julia B.; Bock, Stacey Jones; Thompson, James R.; Angell, Maureen E.; Heyl, Barbara S.; Crowley, E. Paula
Focus on Autism and Other Developmental Disabilities, v20 n1 p39-51 Mar 2005
The interaction between parents of children with ASD and education professionals is a critical issue, due to increasing prevalence rates, increasing litigation, and legal mandates of the 1997 amendments to the Individuals with Disabilities Education Act, which require parental involvement in the education of children with disabilities. The purpose of this study was to investigate the perceptions of parents of young children with autism spectrum disorder regarding their experiences, roles, and relationships with education professionals. Purposive sampling was used to identify participants. Data were collected through multiple interviews, observations, and documentation. A cross-case analysis method was used to analyze the data. Findings were confirmed using methods of triangulation, respondent validation, and member checking. The findings indicated that the interaction between parents and education professionals is a dynamic and complex process. Three major themes emerged: (a) the important influences on parent perceptions, (b) common experiences that either reduced or enhanced parental trust, and (c) parental roles that were exhibited during parent interaction with education professionals. This article specifically focuses on the first two themes because they are of prime importance to the development of parent-friendly strategies.
Descriptors: Parents, Interaction, Disabilities, Court Litigation, Young Children, Parent Participation, Parent School Relationship, Autism
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act