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Mothers’ Expectations of Young Children with Autism in Education

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(4), pp.535-558
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

KEON-HEE KIM 1

1대구대학교

Accredited

ABSTRACT

The purpose of this study is to explore mothers’ perspectives on young children with autism. Focused interviews were conducted with five mothers who have young children with autism. The data were analyzed by the constant comparative method. In the findings, four themes emerged: (1) the integration of the children with autism with their peers, (2) concerns about their being in the regular classroom, (3) the attitudes expected of teachers (4) the desire for consulting to put mother's minds at ease. The mothers of young children with autism want their children to interact with peers in the educational setting. However, they have concerns about their children being in inclusive classrooms because they might bother their peers and teachers, or be bullied by other students. Also, they have expectations of teachers, such as accepting their children and taking care to explain material, and they would like to have consulting to put their minds at ease and help them maintain a positive perspective. In general, they rely on the teacher's role in educating their children. It is necessary to find ways to inform parents of the best ways their can be educated.

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