Understanding Parents' Experiences With Mainstream Schooling for Their Children With Autism Spectrum Disorder: A Meta-Analysis

Pamela Carrera; Kobie Boshoff; Louise Wiles; Rebecca Phillips; Deanna Gibbs; Lisa Porter

doi:10.5014/ajot.2023.050025

Understanding Parents' Experiences With Mainstream Schooling for Their Children With Autism Spectrum Disorder: A Meta-Analysis

Am J Occup Ther. 2023 Jul 1;77(4):7704205150. doi: 10.5014/ajot.2023.050025.

Authors

Pamela Carrera¹, Kobie Boshoff², Louise Wiles³, Rebecca Phillips⁴, Deanna Gibbs⁵, Lisa Porter⁶

Affiliations

¹ Pamela Carrera, BOccThy (Hons), is Occupational Therapist, SA Health, Adelaide, South Australia, Australia; pamelacarrera23@gmail.com.
² Kobie Boshoff, PhD, is Senior Lecturer in Occupational Therapy, Occupational Therapy Program, Allied Health and Human Performance Unit, International Centre for Allied Health Evidence, University of South Australia, Adelaide, South Australia, Australia.
³ Louise Wiles, BPhys (Hons), PhD, is Project Manager, EQUIPP Partnership, IIMPACT Group, Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia.
⁴ Rebecca Phillips, BAppSci (OT) (Hons), PhD, is Clinical Lecturer, Australian National University Medical School, Australian National University, Canberra, Australian Capital Territory, Australia.
⁵ Deanna Gibbs, BAppSc (OT), MOT, PhD, Grad Cert Res Meth, is Director of Clinical Research for Neonates and Children (Nursing & AHP), Barts Health NHS Trust, London, United Kingdom.
⁶ Lisa Porter, BAppSc (OT), is Lecturer in Occupational Therapy, Occupational Therapy Program, Allied Health and Human Performance Unit, University of South Australia, Adelaide, South Australia, Australia.

PMID: 37498962
DOI: 10.5014/ajot.2023.050025

Abstract

Importance: Children with autism spectrum disorder (ASD) face school-related occupational challenges. Attending a mainstream school offers benefits for children's learning and their development of social skills; however, parents express frustration with ensuring their child's unique needs and preferences are met.

Objective: To gain insight into parents' experiences with the mainstream preschool and primary educational system for their children with ASD.

Data sources: Eleven electronic databases were systematically searched, and processes were followed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses.

Study selection and data collection: Study eligibility was determined through the use of selection criteria and paired independent reviewers. Critical appraisal was conducted using a qualitative research hierarchy and a modified version of the Critical Appraisal Skills Programme tool. Two reviewers synthesized the data into themes, following the Joanna Briggs Institute meta-aggregation process. Twenty-six qualitative studies, representing the voices of 397 parents, are presented in this review (spanning 2013-2021). Articles were set in Westernized and non-Westernized settings and represented culturally and linguistically diverse population groups.

Findings: Parents of children with ASD reported a lack of awareness and understanding of their children's unique learning needs in the mainstream school system at all levels.

Conclusions and relevance: This review has various occupational therapy practice implications for supporting school-age children with ASD, their parents, and school staff. These include adopting family-centered and ecological approaches, raising awareness, influencing policy, and facilitating collaboration. What This Article Adds: This review provides guidance for occupational therapists working in schools about their practice in working at the individual, targeted, and whole-school levels to address occupational barriers faced by children with ASD.

Publication types

Systematic Review
Meta-Analysis

MeSH terms

Autism Spectrum Disorder*
Child
Child, Preschool
Humans
Parents
Qualitative Research
Schools
Social Skills