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1.
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2.
Deciding on a secondary school for children with autism is notoriously difficult for parents. While current UK legislation emphasises the choice that parents of children with special educational needs should have in educational decision-making, there is a dearth of research in this area, which means that little is known about how parents come to make decisions about secondary school placements and the types of support, if any, they receive from professionals. The present study aimed to determine the factors that immediately influence secondary school choice for young people with autism in one London local authority from the perspectives of multiple informants. Semi-structured interviews were conducted with parents of children with autism (n?=?7), young people themselves prior to secondary school entry (n?=?6), parent advisors (n?=?5) and secondary school professionals (n?=?5). Parents emphasised the anxiety and burden of the decision-making process. There was, however, substantial agreement among adult groups on the factors necessary for a successful secondary school placement: a nurturing, flexible and inclusive environment that emphasised both academic and life skills. Few adults, however, mentioned the importance of children's social relationships – a factor that featured prominently in the reports of young people. These findings highlight both the different perceptions of those involved in making decisions about the educational placements of children with autism and the challenges associated with weighing up these potentially conflicting perspectives. More work is needed to ensure both that information is transparent and accessible to all parents and that young people are actively involved in decisions that ultimately affect their lives.  相似文献   

3.
This study explored how discrepancies between parents' and adolescents' educational expectations influenced adolescents' achievement using a nationally representative, longitudinal sample of 14,041 students (14 years old at baseline). Actual discrepancies (i.e., those between parents' and adolescents' actual educational expectations) and perceived discrepancies (i.e., those between adolescents' perceptions of their parents' educational expectations and adolescents' own) were examined. Achievement was higher when parents actually held higher expectations than adolescents held or when adolescents perceived that their parents' expectations were lower than their own. In contrast, achievement was lower when parents actually held lower expectations than adolescents held or when adolescents believed that their parents' expectations exceeded their own. Implications for identifying adolescents at risk and promoting adaptive parent–child educational expectations are discussed.  相似文献   

4.
Though professionals working with children on the autism spectrum who display challenging behaviour routinely receive training in the use of both positive behavioural support techniques and physical interventions, such training is rarely provided for the parents of these children. This article reports on the impact of training provided for family members associated with eight children aged 7–11 years who were associated with the same special school. Participants were surveyed before and after training, and at a 12‐week follow‐up session. Data were triangulated by interviewing staff providing and supporting the training. The results suggest that attending the training increased parents' confidence in understanding and managing the child's behaviour, and reduced the use of physical interventions. Positive factors associated with parent training are discussed, as well as challenges to its provision, and the cost and potential impact of providing training is compared with other models of support. Limitations of the study and areas for further research are identified.  相似文献   

5.
Behavioral interventions delivered across home and school settings can promote positive outcomes for youth with autism spectrum disorders (ASD). Yet, stakeholders who deliver these interventions may struggle to implement interventions as intended. Low levels of treatment integrity can undermine potentially positive intervention outcomes. One way to promote implementers' treatment integrity is Implementation Planning, a logistical planning and barrier reduction strategy that is supported by emerging school-based research. The current study extended the research on Implementation Planning and evaluated the effectiveness of the strategy with parents implementing a behavioral intervention at home within a Conjoint Behavioral Consultation model. The behavioral intervention aimed to increase compliance and decrease aggression for two children with ASD at home. Initially, parents struggled to deliver the intervention consistently; however, after Implementation Planning, parents' treatment integrity increased and, subsequently, child outcomes improved. Implications for future research and consultation are presented.  相似文献   

6.
Family communication about sex can protect adolescents from risky behavior, like early sex and sex without protection. However, adolescents and parents often disagree about whether they talked with each other about sexual issues, limiting the protective effects of communication. Few studies explore these disagreements. This study included 27 pairs of early adolescents and parents. Adolescent and parent interviews were coded for agreement in reports of sexuality communication. Adolescents’ interview themes were compared across levels of agreement between adolescent–parent dyads. Adolescents who highly agreed with their parents were more likely than those who did not to describe positive parental approaches to sexuality communication and awareness of parental perspectives, while no group differences were found for responses to parents’ viewpoints. Study findings highlight the importance of sex education programs that support adolescent–parent sexuality communication, particularly for middle school students.  相似文献   

7.
Joy Walker 《Sex education》2013,13(3):239-254
The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively.  相似文献   

8.
This study investigates peer victimization and achievement. Adolescents aged 12–15 years were drawn from the National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. Teachers', children's, and parents' reports were combined in a latent variable path analysis, χ2(51) = 348.54, p < .000. The model converged in six iterations resulting in a Comparative Fit Index = .90, and a standardized residual mean error of .05. The model shows that adolescents who are victimized by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviors, receive little support from their teachers, and experience non‐nurturing, rejecting behaviors from their parents. © 2009 Wiley Periodicals, Inc.  相似文献   

9.
Starting school is a critical event in a child’s life and successful transitions to school have been posited as key indicators for future academic achievement. For children with autism spectrum disorder (ASD), the process is complicated by difficulties in social communication and social interaction. Parents of children with ASD can experience their child’s transition to school as a stressful and challenging time. In this study a qualitative methodology, Interpretative Phenomenological Analysis (IPA), was used to elicit the experiences and perceptions of six parents whose children with ASD were starting school in Ireland. Semi-structured interviews were carried out and a cross-case analysis was conducted. Three common overarching themes were identified which reflected participants’ experiences of the transition process; these were (a) “I think they need to believe, believe what we’re telling them”, (b) “Experience of ASD/it’s a very labelling thing”, and (c) “Preparing for school and feelings about the future”. Implications from the research are discussed with reference to the role of the educational psychologist (EP) in supporting parents of children with ASD in the transition process.  相似文献   

10.
《Support for Learning》2006,21(3):156-161
Under current government directives, parents, along with professionals, are ascribed a central role in contributing to the processes associated with meeting their children's special needs. Yet many obstacles continue to hinder the achievement of good working relationships between parents and professionals. For parents located within minority ethnic communities, however, it is known that the challenges to attaining partnership working are often further heightened. Drawing on the day‐to‐day experiences of six families located in one minority ethnic context ‐ the Anglo‐Jewish community ‐ the author uses family systems theory as a useful lens through which parents' understandings of, and responses to professionals can be further interpreted and understood. All the names used in this article are pseudonyms.  相似文献   

11.
Abstract

Using national data, the author examined the influence of family and parenting variables on expectations regarding education. Demographic, family, and parenting variables were reported by adolescents and parents while the adolescents were seniors in high school, and educational expectations were reported by adolescents 2 years beyond high school. Socioeconomic status (SES) was most strongly related to educational expectations. Adolescents' perceptions of parents' personal involvement and parents' reports of their own behavior were both related to educational expectations. Also, both seemed to interact with SES. Variables quantifying the affective dimension of family relationships were only weakly related to educational expectations.  相似文献   

12.
This paper explores parents' expectations and perceptions of effective induction and formative partnership with their child's school during the transition to full‐time statutory education.

Based on fifty case study children from two schools of similar size and catchment area but with different induction practices, it looks at a range of issues including parents' perceptions of home visiting, pre‐entry visits to school and pre‐entry profiles, as well as parents' knowledge about school and their notions of partner ship.

The paper outlines the implications for schools' partnerships with parents, exploring: ways in which schools and parents can begin to understand one another; how schools can help parents to support their children's learning; and ways in which effective schools can create opportunities for parental involvement.  相似文献   

13.
In laboratory studies, praising children's effort encourages them to adopt incremental motivational frameworks—they believe ability is malleable, attribute success to hard work, enjoy challenges, and generate strategies for improvement. In contrast, praising children's inherent abilities encourages them to adopt fixed‐ability frameworks. Does the praise parents spontaneously give children at home show the same effects? Although parents' early praise of inherent characteristics was not associated with children's later fixed‐ability frameworks, parents' praise of children's effort at 14–38 months (N = 53) did predict incremental frameworks at 7–8 years, suggesting that causal mechanisms identified in experimental work may be operating in home environments.  相似文献   

14.
This study used qualitative research methodology to investigate the experiences of parents of adolescents with autism. Eight parents, representing six separate family units, were interviewed. The primary objectives were to understand the experiences in the lives of the parents interviewed and identify needs of adolescents with autism and their families. Six consistent themes emerged from the interview data: (a) behavioural concerns, (b) social and communication concerns, (c) family‐related concerns, (d) education and related services, (e) relationships with professionals, and (f) independence and future concerns. The findings were discussed in relationship to previous research findings and service provision.  相似文献   

15.
This small‐scale study explores a group of English parents' perceptions of their relationships with their child's nursery school and, after the transition to Reception class, their primary school. It references current research and literature on the issues of transition and the role of parents in their children's education. Findings from semi‐structured interviews with parents, and with the children's key workers, were analysed for emergent themes. Parents felt very positively about their relationship with their child's nursery, and that they were fully involved in, and informed about, their child's learning. However, the transition to school heralded a change in their relationships. Most parents felt that they had a more distant and less reciprocal relationship with their child's teacher than they had had with their key worker at nursery. The paper concludes with recommendations for further research.  相似文献   

16.
This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the overall perceived success of integration. The data for the study were collected in 2006 from parents (N?=?219) whose special needs children were integrated into mainstream education in Helsinki, Finland. Quantitatively analysed findings were reflected against background variables. Results showed that the importance of the given statements were affected by the child's gender and school level. The parents' actual experiences were affected by two factors. The first showed that teachers at the primary level were evaluated as being more skilful than teachers at the secondary level, and at the secondary level, teaching was more individualised than at the primary level. Second, a child's self-worth was shown to be higher when integrated into the neighbourhood school. Parents' views on the success of integration were related to their actual experiences, especially in those statements rated as important. Possible explanations for these findings and practical implications are discussed.  相似文献   

17.
This study investigated the attitudes of parents in Jordan towards the inclusion of students with autism spectrum disorder (ASD) in public schools and what the parents believed to be the most important prerequisite of child-based skills for successful inclusion. A total of 148 parents were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, student's gender, parent's gender, education levels, monthly income, and high- or low-function ASD correlated with the attitudes of parents towards inclusion of students with ASD in public schools. The analyses revealed that the variables that correlated with parents' attitudes towards inclusion were education levels and high- or low-function ASD. The themes behind the parents' attitude for inclusion are discussed. With regard to the prerequisite skills for successful inclusion, the results indicated that parents recommended independent skills, playing skills, behavioural skills, imitation skills, routine skills, social skills, paying attention skills, language skills, and pre-academic and academic skills in that order.  相似文献   

18.
ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.  相似文献   

19.
In this study, opportunities and challenges in parent–school partnerships in special needs schools were explored as the researchers’ noted that parents were usually reluctant to participate in curricular planning, learning support provisioning and the development of Individual Education Support Plans. Three focus group interviews were conducted with parents and data were analysed for recurrent themes within an interpretive framework. The challenges identified were related to family emotional stability, socio-economic constraints and the stigma of attending a special educational needs (SEN) school. Since parents’ experience trauma when placing their children in a SEN school, they turn towards the school for emotional support and guidance. However, parents felt disconnected from the school by inadequate teacher knowledge of family circumstances, insufficient opportunities for interaction amongst families and limited school communication to parents. These challenges led to misconceptions by parents and subsequent marginalizing of many families from the school, which further exacerbated their child’s learning problems. These challenges provided opportunities for SEN schools to develop guidelines for improving parent school partnerships.  相似文献   

20.
This review presents the results of a literature scoping exercise looking at the decisions parents of children with special educational needs (SEN) make when choosing a secondary placement to send their child at change of phase. The review reports on studies that were conducted in England and other areas of the UK as well as in Australia and the USA because there has been only a limited amount of research into this area conducted in an English context. In addition, some of the papers do not discuss school choice specifically but cover related themes. The study identifies a number of broad factors that impact on parents' decision‐making: the age of the child, the nature and degree of the SEN; the socio‐economic status of the parents; the child's experience of inclusion in the primary phase; the secondary schools philosophy, capacity and perceived commitment to SEN; beliefs about teacher's skills, knowledge, capacity and attitudes; and the influence of other people, for example family, friends and professionals.  相似文献   

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