The Experiences of Autistic Parents in Childhood Development and Preschool Readiness
Article Sidebar
Main Article Content
Abstract
This qualitative research, life experiences and narrative approach aims to explore the lived experiences of parents of children with autism in enhancing their children's developmental potential and preparing them for school. The participants comprised 15 purposively selected parents of children with autism, meeting specific inclusion criteria. Data collection involved in-depth interviews and behavioral observations, with thematic content analysis conducted using a phenomenological framework to narrate findings through lived experiences and storytelling.
The results reveal five main findings: 1) Parents assume multifaceted roles as caregivers, teachers, and healthcare providers for their autistic children. 2) Collaboration among parents, healthcare teams, and teachers is essential in fostering developmental stimulation and school readiness. Parents gain understanding and skills to support their children, while healthcare providers train both children and parents, and teachers continue developmental efforts as though the children were their own. 3) Successful outcomes include families combining knowledge with love, children receiving appropriate interventions, integration into quality educational systems, social adaptation, and eventual self-sufficiency. 4) Challenges arise from parental, child, institutional, and societal barriers. 5) Parents express specific needs for support from individuals and institutions to address the challenges faced by their children and families.
Educational administrators should establish structured systems to support parents and ensure quality education for children with autism. Healthcare providers and educators are encouraged to listen empathetically, recognize the lived experiences of these parents, and develop skill-building programs tailored to their needs in caring for children with autism.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Content and information published in the Journal of Prachomklao College of Nursing, Phetchaburi Province are the comment and responsibility of the authors. Articles, information, images, etc. published in this journal are the copyright of the Journal of Prachomklao College of Nursing, Phetchaburi Province. If any person or entity wants to take all or part of it for publication for any purposes, please reference the Journal of Prachomklao College of Nursing, Phetchaburi Province.
References
Chansaengsee, S. (2022). The art of teaching to develop theory of mind of autistic children. Journal of Research and Curriculum Development, 12(2), 1-16. (in Thai)
Chansuwan, S., Khachat, S., Phothong, P., & Saenchalad, S. (2016). The needs of autistics’ mother for helping support of children with autism. Journal of Public Health Nursing, 30(3), 16-25. (in Thai)
Chutha, W., Jayana, R., Sriruengrat, D., & Makkhlai, K. (2023). Thai child Psychiatric situation 2022 - May 2023: Surveillance of psychiatric diseases and mental health problems from the Health Data Center (HDC). Department of Mental Health, Ministry of Public Health. https://dmh-elibrary.org/items/show/1480 (in Thai)
Luddeckens, J., Anderson, L., & Ostlund, D. (2021). Principals' perspectives of inclusive education involving students with autism spectrum conditions–A Swedish case study. Journal of Educational Administration, 60(2), 207-221. https://doi.org/10.1108/jea-02-2021-0022
Phothisita, C. (2019). Science and art, qualitative research: Student and researcher guide to social sciences (8th ed.). Amarin.
Pradujphongpetch, J., & Amdonklo, S. (2018). Participative education model for parents of children with autisms to enhance motor imitation skills. Journal of Faculty of Education Pibulsongkram Rajabhat University, 5(2), 187-205. (in Thai)
Rajanukul Institute Department of Mental Health. (2011). When your autistic child goes to school: A guide for parents. Beyond Publishing Company Limited. (in Thai)
Sinrachatanant, A. (2024, 2 September). Autism. Mental Health Knowledge Base. https://dmh-elibrary.org/items/show/1339 (in Thai)
Sirirutraykha, T. (2018). Children's mental health care manual for learning problems (2nd ed.). Prosperous Plus. (in Thai)
Sittichan, K. (2023). Social competence of upper primary school children with autism. Journal of Humanities and Social Sciences Nakhon Pathom Rajabhat University, 14(1), 125-134. (in Thai)
Sri-Amnuay, R. (2018). The lived experiences of parents who raise children with autisms pectrum disorder: Implications for providing family-based early intervention. Journal of Research and Development in Special Education, 7(1), 82-103. (in Thai)
Suntonpong, B. (2019). Family role on social skills development of autistic children in dome nursery school under the office of the basic education commission, Bangkok. Journal of Arts Management, 3(2), 69-82. (in Thai)
Surin Provincial Social Development and Human Security Office. (2022). Surin provincial social situation year report 2022. https://www.m-society.go.th/ewtadmin/ewt/ mso_web/download/article/article_2022092 2105520.pdf (in Thai)
Thonghem, A., & Piemkum, P. (2017). Parental engagement in promoting the development of the autistic children In Child and Adolescent Mental Health Rajanagarindra Institute (CAMRI). Journal of Research and Development in Special Education, 6(2), 21-36. (in Thai)
Uanlum, T., & Phaengphomma, N. (2020). Nursing care for autistic children with aggressive behavior. Mahasarakham Hospital Journal, 17(2), 68-76. (in Thai).
Wonkittirungrueang, S. (2019). Family support for children with autism spectrum disorder (ASD). Journal of Education Khon Kaen University, 42(2), 35-50. (in Thai)
World Health Organization. (2023). Autism. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
World Health Organization. (1993). The ICD-10 classification of mental and behavioural disorders: Diagnostic criteria for research. World Health Organization. https://iris.who.int/handle/10665/37108
