What Are The Characteristics And Challenges Of Parent Professional Collaboration For Education Of Children With Autism In Mainstream Primary School? (2014)
The aim of this case study dissertation was to explore the dynamics of parent professional collaboration for education of children with autism in a mainstream primary school. Effective partnership between school and parents is gaining currency in the legal documents concerning inclusion of children with special educational needs.
Partnership with parents of children with autism is especially vital considering the core difficulties of children with autism in communication and socialisation. Parent-professional collaboration can contribute tremendously in increasing the effectiveness of any educational programme for children with autism. Moreover lack of collaboration between parents and professionals may cause a delay in achieving developmental progress in children with autism.
This dissertation was conducted in a special autism unit within a mainstream primary school in London. The participants of the study were a Special Educational Needs Co-ordinator (SENCO), 5 teachers, 5 teaching assistants (TAs) and 5 parents of children from the autism unit within a mainstream primary school. The use of questionnaires, observation and interviews aided in ‘data- triangulation’ that enhanced the validity of the study. The findings of the dissertation were grouped under three core themes namely autism, inclusive education and parent-professional collaboration.
Firstly, the findings indicate that the autism unit within mainstream school supports inclusion of a very low percentage of children with autism in the mainstream school. It was clear that those children with mild behavioural and learning difficulties had a greater possibility of being included in the mainstream.
Secondly, the findings suggest that there exists a good level of communication and co-operation between the professionals and parents of children in the Key Stage 1 of the autism unit. However the level of contact with parents of Key stage 2 was poor. The reasons behind poor interaction between school and parents of the key stage two were not very clear.
Finally, the dissertation revealed that TAs appear to be excluded from the process of collaboration with parents. The TAs were not equally included in the process of collaboration and therefore shared different views about parents as compared with teachers. Overall, the results of the study indicate that there is a need to generate and reinforce holistic collaboration between parents and professionals, among professionals and between special autism unit and mainstream school for mainstreaming children with autism. Thus, holistic collaboration can be considered a key aspect in the process of inclusive education.
- 25,000 words – 60 pages in length
- Excellent use of literature
- Good analysis of subject area
- Well written throughout
- Includes questionnaire and interview transcripts
- Ideal for teaching, education and psychology students
1 – Introduction
Inclusion in the Indian Context
Rationale of the research study
Special Focus on Autism
Importance of Collaborating With Parents
2 – Literature Review
Autism: The Spectrum of Needs
Inclusive Education in UK: Policy and Practice
Legislation in the UK
Inclusive education of children with ASD in UK
Working with Parents of Children with Autism
Parental Satisfaction and Importance of Effective Communication
Challenges of Parenting a Child with Autism
Parent Professional Collaboration
3 – Methodology
Pragmatism and Mixed Methods Research
Sample and Methods of Data Collection
Reliability and Validity
4 – Data Presentation and Analysis
Organisation of Data
Autism and inclusion
Collaboration between Parents and Professionals
Strengths and Challenges in Collaboration and Suggestions for Improvement
5 – Evaluation
Autism: The Spectrum of Needs
Inclusion of Children with Autism
Parent Professional Collaboration for Education of Children with Autism
6 – Conclusion
Overview of the Research
The Way Forward
Limitations of the Study