The stories of parents whose children have been referred for an assessment for Autistic Spectrum Disorder (ASD): A narrative analysis
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Aldous, Holly (2017) The stories of parents whose children have been referred for an assessment for Autistic Spectrum Disorder (ASD): A narrative analysis. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available
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Abstract
There is an increasing emphasis on the importance of parental voice in education, and specifically within the realm of Special Educational Needs (SEN). For parents whose children have been identified as potentially having Autistic Spectrum Disorder (ASD), their story may have begun long before there is professional involvement. There appears to be a dearth of qualitative research into parental experiences prior to their child’s ASD assessment. Therefore, this research explored the narratives of two parents whose children had been referred for an ASD assessment. Within a social constructivist, relativist paradigm, narratives were collected through in-depth interviews that enabled a detailed inductive analysis of each of the unique stories. Findings are discussed in relation to the analysis and related theory, research and policy. The limitations of this research and implications for future projects and Educational Psychology (EP) practice are also discussed, including how reflection on issues of power, hermeneutics, ontology and epistemology may be pertinent to EP practice.
| Item Type: | Thesis (Professional Doctorate) |
|---|---|
| Additional Information: | Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex |
| Uncontrolled Keywords: | Professional Doctorate in Child, Community and Educational Psychology, Edpsych Updates |
| Subjects: | Communication (incl. disorders of) > Autism Families > Parent Child Relations/Parenthood Learning & Education > Educational Psychology Learning & Education > Special Needs Education |
| Department/People: | Children, Young Adult and Family Services Research |
| URI: | https://repository.tavistockandportman.ac.uk/id/eprint/1642 |
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