What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis

Tansley, Jayne (2014). What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis. University of Birmingham. Ed.Psych.D.

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Abstract

Children with autism and additional complex needs experience difficulties in social interaction and communication which are often manifested by extremely challenging behaviour that is difficult to manage at school and within the home. Identifying appropriate educational provision for this group, which may involve the controversial category of residence, can create a dilemma for the responsible Local Authorities, operating within a dominant discourse of inclusion and can lead to a difference of opinion with parents. For parents, the decision for residence is profound and life-changing. Six parents, both mothers and fathers, of children with autism and challenging behaviour who attend a residential school, participated in semi-structured interviews exploring their lived experiences before, during and after the decision for residence. Interpretative Phenomenological Analysis (IPA) was used to analyse the data and four superordinate themes emerged: enduring loss; the family versus the system; the extreme parent; and the relief of residence. The super-ordinate and sub-themes were described and discussed in relation to the research questions and the extant literature. The lived experience of parents in this study transcended ideological concerns. Implications for practice focus on the need for professionals to gain a better understanding of parental experiences.

Type of Work:

Thesis (Doctorates > Ed.Psych.D.)

Award Type:

Doctorates > Ed.Psych.D.

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