The Experiences of Parents and Teachers of Children with Autism Spectrum Disorder in Schools in Queensland, Australia

Abstract

Autism Spectrum Disorder (ASD) is a lifelong neuro-developmental disorder that typically involves global impairments in social skills and in verbal and non- verbal communication, as well as the presence of stereotyped patterns of behaviours and interests (Hall, 2012). Hence, the education of young people with ASD in school settings can be challenging. In recent times, greater understandings of teaching and learning practices has provided increased efficacy, however, there remain considerable arenas where there are wide gaps in the field. This study set out to make a contribution to one aspect by undertaking a qualitative exploration of the experiences of parents with children with ASD, and of the students’ teachers in educational settings in order to determine what quality teaching looks and feels like for parents of children with ASD. The inquiry has grown out of the personal experiences of the researcher who has witnessed a disconnection in her home nation of Bangladesh between current empirical knowledge about ASD and its implementation in Bangladeshi schools and early childhood settings. This prompted the researcher to question whether this was related to the unique context of Bangladesh, which is characterised by instances of extreme poverty and cultural nuances that affect inclusion, or if this is a shared phenomenon with Australia.