Parents as Nomads: Journeys, In-Betweenness and Identity

Miriam Twomey

doi:10.3390/educsci12020130

Abstract

When considering the parent voice as an individual subjective reality, it is observed as unique to the parent and not shared by others. This research sought to explore if parent voices could constitute intersubjective realities; inviting narratives from parents and professionals that may reveal a shared existence. The first theme explored the journeys of the parent as a nomad in their search for services to support their children. The second theme describes the position of the parent during the period of their child’s assessment, diagnosis and intervention, as that of ‘in-betweenness’. The third theme describes parents’ experiences as those of journeys, during which their identities change. Qualitative, in-depth, longitudinal case studies were undertaken with parents of young children with ASD and professionals over eighteen months. Semi-structured interviews (n-83) were conducted. Autoethnography was critical as a methodological tenet in defense of a position that states that research is an extension of our lives. The findings of this research show evidence of parental isolation and marginalization when procuring services for their children or when children failed to experience inclusion. This research suggests that nomads navigate (difficult) ways of forming new multiple selves and identities.

Highlights

Ireland reflects international trends witnessing significant developments relating to educational provision for children with disabilities at early childhood, primary and postprimary education levels
While the Education for Persons with Special Educational Needs (EPSEN) Act, (2004) [1] is child focused, it is not rights based, insofar as it does not recognize the right of children with disabilities to therapy or supports to enhance their participation [2]
In 2007 the Disability Act had commenced with the under 5 age group; sections 3–13 of the EPSEN Act, concerned with assessment and furtherance of a child’s education plan, has not commenced. This was of critical importance as the EPSEN Act and the Disability Act were designed to work in concert with each other

Summary

Introduction

Ireland reflects international trends witnessing significant developments relating to educational provision for children with disabilities at early childhood, primary and postprimary education levels. While the Education for Persons with Special Educational Needs (EPSEN) Act, (2004) [1] is child focused, it is not rights based, insofar as it does not recognize the right of children with disabilities to therapy or supports to enhance their participation [2]. In 2007 the Disability Act had commenced with the under 5 age group; sections 3–13 of the EPSEN Act, concerned with assessment and furtherance of a child’s education plan, has not commenced. This was of critical importance as the EPSEN Act and the Disability Act were designed to work in concert with each other. Children with disabilities have rights that the Government has an obligation to uphold and enforce, there is no comprehensive statutory framework to ensure that children with disabilities have the right to access and enjoy a full range of health, social and educational services, in line with Articles 3 and 23 of the CRC and the Convention on the Rights of Persons with Disabilities (Articles 3 and 7)

Methods

Results

Discussion

Conclusion