AN EXPLORATORY STUDY ON THE EXPERIENCES OF PARENTS OF YOUTHS WITH AUTISM: THE NATURE OF PARENT-TEACHER PARTNERSHIPS IN SPECIAL EDUCATION IN SINGAPORE

Abstract

Current research has well established the importance of parent-teacher iii partnerships in determining outcomes for youths with autism. A large part of recent efforts to increase inclusivity for individuals with autism have focused on enhancing capabilities of special institutions and educators. However, the school centric and unidirectional approaches have left parents to remain as unequal partners in special education. Therefore, this study aims to shed light on the experiences of parents of youths with autism, in the context of parent-teacher partnerships. This is guided by Epstein’s Framework for School-Family-Community Collaboration. Seven parents participated in this study. Their children are currently or were recently enrolled in a mainstream or special education school, aged 17 - 22. Semi-structured interviews were conducted with the parents. Thematic analysis was conducted for the data, using the Personal Construct Theory as a guide. It was found that influences on partnerships extended beyond the parent-teacher dyad to include the school administration and the community. The different role conceptualisations of parents within education revealed that while parents might be unequal partners, they are not powerless. The interconnectedness of life experiences and partnerships in school highlights the need and benefits of looking into empowerment of parents both within the school system and larger community. The study also presents helpful practices as identified by parents that can support effective collaboration between themselves and teacher, which can be advocated for in schools.