Parental contributing factors in school placement decisions for children with autism spectrum disorder in South Kerala

Abstract

Abstract Purpose Although early identification and intervention for children with autism spectrum disorder (ASD) have advanced considerably, their transition to school and subsequent educational success remain uncertain. This exploratory study aimed to identify the challenges faced by parents in the schooling of children with autism spectrum disorder aged 6–10 years for promoting positive educational outcomes. Method The study was conducted in three phases. During Phases 1 and 2, a 13-item questionnaire was developed and content-validated by speech-language pathologists and special educators. In Phase 3, the validated questionnaire was administered through semi-structured interviews to 40 parents of children with ASD aged 6–10 years. Quantitative responses recorded on a 5-point rating scale were analyzed using descriptive statistics, while one open-ended question was included for qualitative analysis. Results Despite high awareness across other parent-centered factors, participants demonstrated limited knowledge regarding the Individualized Education Plan (IEP) and specialized teaching strategies for children with ASD. Conclusion Though having adequate recognition toward key parent-related factors, such as family support, education of the parents, timely intervention, and educational training at home, supports their child’s schooling, their understanding toward critical areas, such as knowledge regarding IEPs and school-based services, was inadequate. Thus, these findings underscore the need for autism rehabilitation to move beyond its traditional emphasis on early identification and intensive intervention toward strengthening supportive school environments, educational practices, and policy frameworks that facilitate inclusive education.