Abstract
This study aimed to explore and understand Indian parents’ perceptions of school support for children with Autism Spectrum Disorder (ASD) within a South African context. This contributes to research investigating the level of support provided for children with ASD, both professionally and within schools. In addition, the study assisted in determining the level of awareness of ASD within the Indian community.
The study made use of a qualitative and emic research approach which was governed by an interpretivist paradigm and a hermeneutic phenomenological design. Qualitative research was a suitable approach as it ensured in-depth understanding of the Indian perceptions that exist with regard to school support for children with ASD. The research participants were selected through non-probability sampling; through this process, five Indian mothers of children with ASD were selected. The Cultural-Historical Activity Theory was the theoretical framework adopted to guide the study. Data were collected through the use of semi-structured interviews and interview schedules. Analysis and interpretations of the data were obtained using Braun and Clarke’s thematic analysis. Based on the analysis of the data collected, three major themes emerged, namely Indian perceptions of ASD, support, and the impact of ASD on the parent. A set of sub-themes were also discussed under each theme.
This research was able to successfully fulfil its purpose of exploring Indian parents’ perceptions of school support for children with ASD. Based on the study, it was found that there is a stigma among the Indian community with regard to ASD; this stigma stems from a lack of knowledge. In addition, it was also revealed that there is a lack of schools and insufficient support for children with ASD in South Africa.
Keywords: Autism Spectrum Disorder, Children with Special Needs, Inclusive Education, Indian Parents, Qualitative Research, School Support.