Listening to parents of children with autism : a qualitative study of 'how parents of children with autism perceive the experience of mainstream schooling'.

This thesis sought to gather the experiences and perceptions of
parents who have children with a diagnosis of autism and currently
attend a mainstream school. Interpretative Phenomenological
Analysis was used to explore the data from a qualitative and social
constructionist perspective. A wide range of experiences and
perceptions emerged despite the similarity of geographical location.
Most parents had positive and supportive experiences of mainstream
schooling although this was not unanimously the case. Some parents
had poor experiences and raised questions and doubts concerning
the efficacy of the current mainstream education system. Also
highlighted, was the impact of having a child diagnosed with autism
on, parental identity, wider relationships with family, friends and
professionals.
This thesis argues that, for the parents in this research, parental
participation was vital in order to meet the needs of their children and
to enable inclusion within mainstream school. Parents achieved this
participation by engaging emotionally, cognitively and behaviourally
with their child's schooling. These actions also appear to have an
important and positive effect on the child and their family.
Parents may be viewed as 'warrior parents' (Lamb, 2009) but this
may suggest that parents want to fight for the needs of their child.
This thesis suggests that the term 'advocate parent' may be more
appropriate and may reflect the experiences and perceptions of
parents. Therefore, improvements and adjustments to school policy,
practice and procedures are encouraged to facilitate active parent
participation.